This investigation sought to determine if there was a difference in the development of effective urban teacher characteristics after completing a traditional internship experience or a Professional Development School internship experience. The Urban Teacher Selection Interview was used to assess 10 characteristics including persistence, value of children's learning, putting ideas into practice, approach to at-risk students, professional/personal orientation to students, the bureaucracy, fallibility, teacher success, student success, and planning and organization. Assessments were completed before and after subjects participated in urban internships. Pre- and posttest scores were compared using descriptive statistics and a paired-samples t test. Results communicated no significant difference between pre- and posttest scores when student interns completed a traditional or Professional Development School internship experience. This suggests that although the internship experience is often viewed as the capstone experience of teacher preparation programs, short-term experiences do not adequately prepare teacher candidates for urban school teaching.
Allen, M. (2003). Eight questions on teacher preparation: Whatdoes the research say? A summary of findings. Washington, DC : Education Commission of the States, U.S. Department of Education.
2.
Banks, J.A. (2001). Cultural diversity and education. Boston: Allyn & Bacon.
3.
Baron, E., Rusnak, T., Brookhart, S., Burrett, K., & Whordley, D. (1992). Collaborative urban education: Characteristics of successful urban teachers. Paper presented at the AASA Convention, San Diego, CA.
4.
Berry, B., Hoke, M., & Hirsch, E. (2004). The search for highly qualified teachers. Phi Delta Kappan,85, 684-689.
5.
Brooks-Gunn, J., & Duncan, G.J. (1997). The effects of poverty on children. Future of Children and Poverty, 7, 2.
Carter, S. (2001). No excuses: Lessons from 21 high-performing, high-poverty schools. Washington, DC: Heritage Foundation.
8.
Cicchelli, T., & Cho, S. (2007). Teacher multicultural attitudes: Intern/teaching fellows in New York City. Education and Urban Society, 39, 370-381.
9.
Claycomb, C. (2000). High-quality urban school teachers: What they need to enter and to remain in hard-to-staff schools. State Education Standard, 1(1), 17-20.
10.
Council of Great City Schools. (2000, January 19). Urban schools face critical teacher shortage. Retrieved from http://www.cgcslists.org/pressrelease/2000/01-19-2000.html
11.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives , 8(1).
12.
Delpit, L. (1995). Other people's children. New York: New York Press.
13.
Dill, V., & Stafford-Johnson, D. (2003). Can teachers be found and certified to teach students at risk? Available from the Haberman Educational Foundation Web site, http://www.habermanfoundation.org
14.
Education Commission of the States. (2003). No Child Left Behind: Teacher quality. Available from the ECS Web site, http://nclb2.ecs.org/Projects_Centers/index.aspx?issueid=gen&IssueName=General
15.
Education Trust, Inc. (2004). Measured progress: Achievement rises and gaps narrow, but too slowly. Retrieved from http://www.2.edtrust.org/NR/rdonlyres/596886DB-FCAF-45FB-B6B8-3DFF0B89C148/0/MeasuredProgressOct2004.pdf
16.
Erskine-Cullen, E., & Sinclair, A. (1996). Preparing teachers for urban schools: A view from the field. Canadian Journal of Educational Administration & Policy, 6. Retrieved from http://www.umanitoba.ca/publications/cjeap/articles/cullensinc.html
17.
Fleener, C. (1998). A comparison of attrition rates of elementary teachers prepared through traditional undergraduate campus-based programs and elementary teachers prepared through centers for professional development and technology field-based programs by gender, ethnicity and academic performance. Unpublished doctoral dissertation, Texas A&M University .
18.
Foster, M. (1994). Effective Black teachers: A literature review . In E. Hollins, J. King, & W. Hayman (Eds), Teaching diverse populations: Formulating a knowledge base (pp. 225-241). Albany: SUNY Press.
19.
Fountain, C.A. (1999). Collaborative agenda for change: Examining the impact of urban professional development schools on urban interns and beginning teachers. Paper presented at the American Association of Colleges for Teacher Education, Phoenix, AZ.
20.
Frieberg, H.J. (1996). From tourists to citizens in the classroom. Educational Leadership, 54(1), 32-36.
21.
Graziano, C. (2005). School's out. Edutopia, 1(3), 38-44.
22.
Haberman, M. (1994). Star teacher selection interview. Houston, TX: Haberman Educational Foundation.
23.
Haberman, M. (1995). Star teachers of children in poverty. Indianapolis, IN: Kappa Delta Pi.
24.
Haberman, M. (1996). Selecting and preparing culturally competent teachers for urban schools. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 747-760). New York: Macmillan.
25.
Haberman, M. (2003). Who benefits from failed urban schools?New York: ERIC Center on Urban Education, Teachers College, Columbia University.
26.
Haberman, M. (2004). Star teacher selection interview training manual . Houston, TX: Haberman Educational Foundation.
27.
Haberman, M. (2005). Star teachers: The ideology and best practice of effective teachers of diverse children and youth in poverty. Houston, TX: Haberman Educational Foundation.
28.
Hollins, E.R. (1996). Culture in school learning: Revealing the deep meaning. Mahwah, NJ: Lawrence Erlbaum .
29.
The Holmes Group, Inc. (1990). Tomorrow's schools: Principles for the design of professional development schools. East Lansing, MI: Author .
30.
Houston, W.R. (1999). Effects of collaboration on urban teacher education programs and professional development schools. In D. Byrd & J. McIntyre (Eds.), Research on professional development schools. Teacher education yearbook VII . Thousand Oaks, CA: Corwin.
31.
Kincheloe, J. (2004). Why a book on urban education? In S. Steinberg & J. Kincheloe (Eds.), 19 urban questions: Teaching in the city (pp. 1-32). New York: Peter Lang.
32.
Kopetz, P., Lease, A., & Warren-Kring, B. (2006). Comprehensive urban education . Boston: Pearson/ Allyn & Bacon.
33.
Kozol, J. (1991). Savage inequalities. New York : HarperCollins.
34.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
35.
McDermott, P., & Rothenberg, J. (2000). The characteristics of effective teachers in high poverty schools: Triangulating our data. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
36.
McKenzie, K., & Scheurich, J. (2007). King elementary: A new principal plans how to transform a diverse urban school. Journal of Cases in Educational Leadership, 10(2), 19-27.
37.
McKinney, S., Fuller, S., Hancock, S., & Audette, B. (2006). Does highly qualified make you a star?Teacher Education and Practice, 19(1), 80-93.
38.
McKinney, S., Berry, R.Q., & Dickerson, D. (2007). Addressing urban teacher attrition by addressing urban teacher retention: Why effective urban teachers persevere. Unpublished manuscript, Old Dominion University, Norfolk, VA.
39.
McKinney, S.E., Robinson, J., & Spooner, M. (2005). A comparison of urban teacher characteristics for student interns placed in different urban school settings. Professional Educator, 27(2), 17-30.
40.
Meyerson, A. (2001). Forward. In S. Carter (Ed.), No excuses: Lessons from 21 high-performing, high-poverty schools (p. 1). Washington, DC: Heritage Foundation.
41.
National Commission for Teaching and America's Future, (2002). Unraveling the “teacher shortage” problem: Teacher retention is the key. Washington, DC: Government Printing Office.
42.
Olson, L., & Jerald, C.D. (1998, January 8). Barriers to success. Education Week, 17, 9-23.
43.
Quartz, K., & TEP Research Group. (2003). Too angry to leave: Supporting new teachers' commitment to transform urban schools. Journal of Teacher Education, 54(2), 99-111.
44.
Rampey, B.D., Lutkus, A.D., & Dion, G. (2006). The nation's report card: Trial urban district assessment mathematics 2005 (NCES 2006—457r). Washington, DC: United States Government Printing Office for the U.S. Department of Education, National Center for Education Statistics.
45.
Rebell, M., & Hunter, M. (2004). `Highly qualified' teachers: Pretense or legal requirement?Phi Delta Kappan,85(9), 690-696.
46.
Sanders, W.L., & Rivers, J. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee, Value-Added Research and Assessment Center.
47.
Song, K. (2006). Urban teachers' beliefs on teaching, learning, and students: A pilot study in the United States of America. Education and Urban Society, 38, 481-499.
48.
Stafford, D., & Haberman, M. (2003). Can I be a star teacher of diverse children in poverty? Available from the Haberman Educational Foundation Web site, http://www.haberman-foundation.org
49.
Steinberg, S., & Kincheloe, J. (2004). 19 urban questions: Teaching in the city. New York: Peter Lang.
50.
Stotko, E., Ingram, R., & Beaty-O'Ferrall, M.E. (2007). Promising strategies for attracting and retaining urban teachers. Urban Education , 42(1), 30-51.
51.
U.S. Department of Education. (2002). Meeting the highly qualified teacher challenge: The secretary's annual report on teacher quality. Washington, DC: Government Printing Office.
52.
Wilson, S., Floden, R., & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. A research report prepared for the U.S. Department of Education. Seattle, WA: Center for the Study of Teaching and Policy .
