Teacher retention remains a significant challenge, with nearly half of new teachers leaving the profession within five years. Attrition rates are even higher for teachers of color, especially in urban schools. This narrative study explored how racialized experiences shaped the career decisions of teachers of color in urban elementary, middle, and high schools in Northern California. Through in-depth interviews and narrative analysis, the study revealed the ongoing effects of racism on the well-being, professional trajectories, and sustainability of teachers of color within predominantly white educational environments. The findings highlight the urgent need for systemic change to improve the retention and support of teachers of color in urban education.
Read MoreDespite the promise of discussion-based pedagogy in fostering democratic habits and critical thinking, classroom discussion remains underutilized in elementary social studies. This qualitative case study investigates how three elementary teachers learned and implemented discussion strategies introduced through a series of professional development (PD) sessions. Framed by theories of personal and personal practical knowledge, the study explores the relationship between teacher learning and practice. Drawing on interviews, classroom observations, and analytic memos, four interrelated factors emerged as critical to teacher uptake: preparation, commitment, relationship, and agency. Findings illustrate that teachers’ prior experiences, perceived control, and levels of support significantly influenced whether and how PD learning was integrated into instruction. Rather than assuming a linear relationship between exposure and implementation, this study emphasizes the complex and relational nature of teacher learning. It highlights the importance of sustained, content-specific PD grounded in trust, reflection, and contextually responsive mentorship. Ultimately, this research contributes to our understanding of how in-service teachers translate PD into practice and underscores the unique opportunities and challenges of fostering authentic discussion in elementary social studies classrooms.
Read MoreTeachers must build culturally responsive relationships with their students and their families. One method for this is to become aware of the assets that students bring from their homes and communities into schools. This paper uses the theory of recontextualization (von Mengden & Kuhle, 2020), funds of knowledge (Moll et al., 1992), and community cultural wealth (Yosso, 2005) to examine how teachers understand the assets witnessed during home visits. We analyzed interview data from eight teachers after the completion of home visits to understand the assets they noticed and the patterns and themes that emerged. Our findings indicate that teachers are recontextualizing assets across various contexts, demonstrating that they can build more personalized, culturally responsive, and meaningful relationships with their students. This study contributes to understandings of how teachers make sense of assets in home visits and how the practice of home visits can be improved more broadly.
Read MoreAn increasing number of PK-12 students need mental health support. While a broad group of professionals (e.g., teachers, administrators, counselors, psychologists, social workers, families) may be involved in school-based mental health and well-being work, not all are trained mental health experts well-versed in the nuances of implementing the resources provided. In this manuscript, we share three vignettes describing instances across our study of teacher preparedness for wellness work in which a lack of a common lexicon emerged as a barrier. By describing cross-disciplinary lexicon challenges, we highlight the need for a universal definition of and lexicon for building a robust mental health and well-being support system for students. Without a consistent way of communicating, educators face challenges with designing effective teacher induction and professional development for mental health and well-being work and difficulty in enacting wellness practices.
Read MoreIn this study, we compared the effectiveness of two instructional approaches—modeling and generative tasks—within case-based instruction (CBI) in developing preservice teachers’ classroom case analysis skills. Forty preservice teachers were randomly assigned to engage in CBI with either a modeling or generative task, working through three classroom cases over a four-week period. Results from mixed factorial ANOVA showed that while both approaches initially provided similar benefits, the generative task yielded progressively higher gains in participants' demonstration of learning theories over time, as evidenced by significant time-based improvements. In contrast, those in the modeling condition did not show growth, suggesting limited cognitive engagement when simply observing expert examples. These findings highlight the potential of generative tasks to deepen cognitive processing, promote independent analysis, and encourage critical reflection. Our results underscore the need for exploration into instructional methods in CBI to prepare teachers more effectively for complex classroom scenarios. Limitations and directions for future research are discussed.
Read MoreThis study examines the implementation of Universal Design for Learning (UDL) principles in teacher preparation courses, emphasizing the role of teacher educators in modeling best practices. The research focuses on two aspects: (1) Does modeling UDL principles that align with student needs enhance engagement in teacher preparation courses? and (2) How do students perceive the impact of UDL principles on their individual learning needs and their ability to express and engage in courses? Utilizing a mixed-methods action research design, this study fosters reflective practice among teacher educators and evaluates the effectiveness of UDL strategies. Findings indicate that the instructors were highly effective in creating a positive and inclusive learning environment, enabling students to feel supported and safe in expressing themselves. This research contributes to the ongoing discourse on effective teaching strategies in higher education, highlighting the importance of UDL in preparing future educators.
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