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 |
|