Selected Urban Teacher Educators' Conceptions of Academic Achievement: What They Teach and Why

dc.contributor.advisor	Galluzzo, Gary
dc.contributor.author	Porcher, Kisha M.
dc.creator	Porcher, Kisha M.
dc.date.accessioned	2017-01-29T01:14:56Z
dc.date.available	2017-01-29T01:14:56Z
dc.date.issued	2016
dc.identifier.uri	https://hdl.handle.net/1920/10571
dc.identifier.uri	https://hdl.handle.net/1920/10571
dc.description.abstract	By 2035 students of color, specifically Blacks and Hispanics, are predicted to be the majority of students in U.S. schools, and by 2050, they will represent 62% of the public school population (NCES, 2014). Teacher preparation programs are challenged by policymakers to demonstrate that they are preparing teachers to positively impact K-12 student academic achievement, and close the opportunity and achievement gaps.
dc.format.extent	302 pages
dc.language.iso	en
dc.rights	Copyright 2016 Kisha M. Porcher
dc.subject	teacher education	en_US
dc.subject	academic achievement	en_US
dc.subject	Students of Color	en_US
dc.subject	teacher educators	en_US
dc.subject	urban	en_US
dc.subject	urban teacher preparation	en_US
dc.title	Selected Urban Teacher Educators' Conceptions of Academic Achievement: What They Teach and Why
dc.type	Dissertation
thesis.degree.level	Ph.D.
thesis.degree.discipline	Education
thesis.degree.grantor	George Mason University