This article explores the development of teaching identity among Teach for America (TFA) corps members through the use of storied experience. Grounded in a conceptual framework of intersectional identities, specifically Gee's notions of "institution-identity" and "affinity-identity," we consider the storied experiences of two…

A considerable body of research has suggested that without appropriate supports and learning opportunities on the job, beginning teachers are unlikely to develop effective instructional practices and find success. Informal supports, such as teachers' advice networks, have received less attention in research and policy yet can serve as substantial…

Drawing on data from a phenomenological research study of Ako Matatupu/TeachFirst New Zealand (TFNZ), an affiliate of Teach for All, this article considers how differently positioned actors within New Zealand theorize the appeal of TFNZ as opposed to university-based pathways. Findings suggest that a multiplicity of factors influence the…

This article introduces a strategy to diversify the teaching workforce through de-centering teacher education as the primary stakeholder in the preparation of diverse teachers. The article expands the focus on teacher recruitment and retention by proposing a model that counters the educational context of White supremacy through Grow Your Own (GYO)…

English learners (ELs) make up 10% of the U.S. student population and are increasingly enrolling in school districts that have little experience with educating these students. A majority of states report shortages in teachers prepared to work with ELs, particularly in the area of bilingual education. Grow Your Own (GYO) programs that recruit and…

Grow Your Own programs, with their focus on preparing and placing community teachers, are increasingly being identified as a viable solution for addressing ethnoracial diversity and teacher shortages in schools. Given the heightened interest in these programs, the focus of this article is to consider various "projects," or rather,…

Few issues in education threaten the nation as seriously as the present and growing shortage of teachers. Teacher attrition is high among teachers across the nation and is one of the most serious causes of teacher shortage (Ingersoll, 2004). As policy makers rush to address this problem, research is needed to examine the retention effects of…

Since 1987, nearly 82,000 teachers nationwide have become National Board certified (National Board for Professional Teaching Standards [NBPTS], 2009a). National Board certification is a voluntary process that recognizes teachers who demonstrate accomplished teaching practice as defined by the National Board for Professional Teaching Standards…

Differentiated Instruction (DI) is an approach that recognizes the strengths and weaknesses of diverse learners and requires the teacher to base instructional accommodations on student strengths and weaknesses. Specifically, teachers use DI strategies to adjust the content, process, or product of instruction depending on student needs. Given the…

This article reports results of research on whether there are clinical and statistically significant differences in the effectiveness of three pathways to teacher preparation on a single campus, Yosemite State, a member of the California State University (CSU) System as rated by graduates and employment supervisors. The independent variable is the…

As the face of education in Philadelphia's public schools changes in response to budget constraints and politics, current "Teach For America" (TFA) corps members' roles have also changed. These changes have resulted in the majority of second-year TFA corps members being relocated from school district to charter-managed schools, many of…

To reduce teacher shortages, an intern credential has been introduced as a means of alternate certification in California. Individuals who meet the requirement of subject matter competency are eligible for an intern credential, allowing them to teach students in special education programs for two years while completing their coursework…

The authors sought to investigate the circumstances which enabled career switchers to move from merely thinking about teaching to actually becoming a teacher. More specifically, they traced the factors that impacted a person's decision-making and transitioning from the context prior to the career change to entrance into an alternative route…

In this study, the researchers examined self-ratings from special and general education teacher candidates engaged in their culminating instructional activity prior to graduation: student teaching. Acquiring data at the end of the student teaching experience was targeted because student teaching is when teacher candidates apply the knowledge and…

Critical reflection is defined as an educational imagination that allows candidates to look at themselves and their situations with new eyes, and in the process, become conscious of the multiple ways they can interpret, critique, challenge, confront, and reconstruct teaching. This study examines the effectiveness of using explicit instruction in…