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Autor/inn/enMirra, Nicole; Rogers, John
TitelThe Overwhelming Need: How the Unequal Political Economy Shapes Urban Teachers' Working Conditions
QuelleIn: Urban Education, 55 (2020) 7, S.1045-1075 (31 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0042-0859
DOI10.1177/0042085916668952
SchlagwörterUrban Schools; Teaching Conditions; Poverty; Public Schools; High School Teachers; Teacher Student Relationship; Student Needs; Professional Autonomy; School Effectiveness; Stress Variables; Socioeconomic Influences; Political Influences; Time Factors (Learning); Equal Education; Low Income Students; Teacher Attitudes; Accountability; Noninstructional Responsibility; Disadvantaged; California
AbstractAlthough the literature on teacher working conditions often cites student- and school-level factors as contributors to teacher turnover in high-poverty urban schools, the larger context of social and economic inequality within which these factors are situated is often overlooked. This mixed-methods study draws upon a survey of nearly 800 California public high school teachers and case studies of two high-poverty urban high schools to highlight the ways that inequality structures teacher time and student learning in these schools. We highlight efforts teachers make to meet student needs and exert professional agency within the broader social ecology of inequality. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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