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This book presents a range of evidence-based analyses focused on the role of contextual factors on urbanteacher learning. Part I introduces the reader to the conceptual and empirical literature on urban teacher learning.Part II shares eight research studies that examine how, what, and why urban teachers learn in the form ofrich longitudinal studies. Part III analyzes the ways federal, state, and local policies affect urban teacher learningand highlights the synergistic relationship between urban teacher learning and context. What makes thiscollection powerful is not only that it moves research front and center in discussions of urban teacher learning,but also that it recognizes the importance of learning over time and the way urban schools' contexts and conditionsenable and constrain teacher learning.ENDORSEMENTS:This unusual book helps meet the need for more-and better-research about how teachers learn toteach in urban schools and what makes them stay. The book combines trenchant analysis of the current research literature with a richcollection of wisely-selected new longitudinal studies. Researchers, teacher educators, policymakers, and teachers themselves will findthe book's insights about teacher preparation, urban school contexts, and teacher learning compelling.- Dr. Marilyn Cochran-Smith, Boston CollegeAs an active practitioner in an urban setting, recruiting and retaining outstanding teachers for urban schools is critical to studentachievement. Stairs and Donn...
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