Preparing Urban Teachers to Partner with Families and Communities
Year: 2011
Type: article
Abstract: This study explored how graduate coursework can impact urban teachers’ knowledge, skills, and dispositions regarding family and community involve-ment. (Note: California requires graduate work for teacher certification.) Specifically, the research investigated how teacher attitudes toward family and community involvement changed after taking a graduate level course taught at two separate universities. The study utilized mixed methods combining a semantic differential study of graduate student attitudes with a qualitative analysis of the students ’ perceptions of their experience in the course. Results from the semantic differential (p <.05) and qualitative data indicate a signifi-cant change in teachers in three global areas: (a) their professional knowledge and skills, (b) their professional dispositions, and (c) their authentic relation-ships with students, their families, and the community. The findings from this study can be used by teacher education programs, university professors, and school districts as they structure and implement programs that support and en-courage teachers in interfacing with their students ’ families and communities.
Authors: Susan Warren, James T. Noftle, DeLacy Derin Ganley, Anita P. Quintanar
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2118639011