Abstract
The characteristics of three successful urban-high-school literacy teachers were studied. The primary data were drawn from extended teacher interviews and journals and were triangulated by classroom observations; interviews with principals, parents, and students; and student demographics. Data were analyzed by means of a critical-interpretivist frame in which teachers participated in the creation and confirmation of descriptive “themes.” Findings supported previous research on the characteristics of successful teachers and extended them in several key ways: (1) Successful literacy teachers engage students in literacy practices that are both innovative and meaningful to the students; (2) the success of these teachers is tied to their level of commitment; and (3) level of commitment is related to perceived support from the educational system and voice in educational reform.
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She and Theresa Rogers coordinate the Urban Professional Partnership School, a professional development school aimed at preparing teachers for urban settings.
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Rogers, T., McLean, M.M. A critical view of urban literacy: A case study of successful high school english teachers. Urban Rev 26, 173–185 (1994). https://doi.org/10.1007/BF02354957
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DOI: https://doi.org/10.1007/BF02354957