Learning to Connect - Victoria Theisen-Homer

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Jeff. (2007). Gangstas, wankstas, and ridas: Defining, developing, andsupporting effective teachers in urban schools. International Journal of Qualitative Studies in Education, 20(6), 617–638; Duncan-Andrade, J. M. R., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. New York, NY: Peter Lang; Gay, Culturally responsive teaching; Ladson-Billings, Dreamkeepers; Valenzuela, Subtractive schooling; Villegas, Ana María, & Lucas, Tamara. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32.

      26.

      Also see Victoria Theisen-Homer (2020), Preparing teachers for relationships with students: Two visions, two approaches, Journal of Teacher Education for a more succinct presentation of this theoretical framing.

      27.

      Papay, John P., West, Martin R., Fullerton, Jon B., & Kane, Thomas J. (2012). Does an urban teacher residency increase student achievement? Early evidence from Boston. Educational Evaluation and Policy Analysis, 34(4), 413–434.

      28.

      Berry, Barnett, Montgomery, Diana, & Snyder, Jon. (2008). Urban teacher residency models and institutes of higher education: Implications for teacher preparation. Chapel Hill, NC: Center for Teaching Quality; Solomon, Jesse. (2009). The Boston teacher residency: District-based teacher education. Journal of Teacher Education, 60(5), 478–488.

      29.

      For example, Guha, R., Hyler, M. & Darling-Hammond, L. (2016). The teacher residency: An innovative model for preparing teachers. Palo Alto, CA: Learning Policy Institute; Papay, West, Fullerton, & Kane, Does an urban teacher residency increase student achievement?; Solomon, The Boston teacher residency.

      30.

      I use pseudonyms to anonymize the names of the programs and participants throughout this book.

      31.

      I have decided not to capitalize “no excuses” throughout this book for a few reasons. First, progressive education is rarely capitalized, and the term “no excuses education” has become almost as ubiquitous. Second, I wanted to distinguish No Excuses Teacher Residency with capitalization. Third, capitalizing the phrase makes it seem more like a universal brand than it is; today, there are a number of different no excuses schools and while they share a number of common characteristics, there is notable variation between them.

      32.

      Feiman-Nemser, Sharon, Tamir, Eran, & Hammerness, Karen. (2015). Inspiring teaching:Preparing teachers to succeed in mission-driven schools. Cambridge, MA: Harvard Education Press.

      33.

      By context in this study, I mean the character and culture of each program and the people implementing the work in this space.

      34.

      Sleeter, Preparing white teachers.

      35.

      Dewey, John. (1900). The School and society. Chicago, IL: University of Chicago Press.

      36.

      Graham, Patricia A. (2005). Schooling America. New York, NY: Oxford University Press, p. 53.

      37.

      Mehta, Jal, & Fine, Sarah. (2019). In search of deeper learning: Inside the effort to remake the American high school. Cambridge, MA: Harvard University Press.

      38.

      Despite calls to reframe this as an “opportunity gap” or “education debt,” no excuses schools continue to focus on student achievement as the main problem; thus their solution is not on addressing a society that deprives them of opportunities, but of attempting to improve their individual achievement. For more on “opportunity gap” and “education debt,” see Ladson-Billings, Gloria. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12.

      39.

      Whitman, David. (2008). Sweating the small stuff: Inner-city schools and the new paternalism. Washington, DC: Thomas B. Fordham Institute.

      40.

      See Whitman, Sweating the small stuff; Mehta & Fine, In search of deeper learning.

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