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Cig 603 - Part 2 Literature Review
Cig 603 - Part 2 Literature Review
Tasiana Blas
Dr. Murphy
There are many educators that still believe that subject expertise is the most important
factor in student achievement and success in the classroom. The truth is that there are so many
other factors that influence students' success. In order for our teachers to guide and support our
students to their fullest potential, they need to have a better understanding of the outside realities
Part 2
Subject expertise is not the only deciding factor on whether or not preservice teachers and
current teachers are prepared to teach in urban schools. There are many areas that are
misunderstood that are essential for educators to understand in order to support students who are
consistently underperforming and underserved. In the article, “Outside of School Matters: What
We Need to Know in Urban Environments,” the authors define the word “urban” or try to clarify
the meaning and then begin to write about the factors that play a huge role in how successful
students are. In the article, the author writes about four factors that take place outside of school:
understanding students and family homelessness, understanding geography and social contexts,
understanding policy and school funding, and understanding parental involvement. These factors
are extremely beneficial for educators because many of these factors are what keep students from
performing in school to their fullest potential. The authors also offer suggestions for teachers
who teach in urban school settings so that they are more capable and prepared. With this article
and the other resources I have found, I plan to shed light on what preservice teachers should be
preparing for and what inservice teachers should know to help them guide their students to
References
Aydin, B. (2009). The Perceptions of Pedagogical Courses in Preparing Future Teachers for the
https://doi.org/10.18848/1447-9494/cgp/v16i09/46560
Bakir, S. (2019). An Examination of Preservice Teachers’ 21st Century Learner and Teacher
Skills Based on Different Variables. Asian Journal of Education and Training, 5(4), 595–
602. https://doi.org/10.20448/journal.522.2019.54.595.602
Cornford, I. R. (1991). Micro Teaching skill generalization and transfer: Training preservice
teachers in introductory lesson skills. Teaching and Teacher Education, 7(1), 25–56.
https://doi.org/10.1016/0742-051x(91)90056-u
Evans, E. D., & Tribble, M. (1986). Perceived Teaching Problems, Self-Efficacy, and
GARMON, M. A. (2005). Six Key Factors for Changing Preservice Teachers’ Attitudes/Beliefs
https://doi.org/10.1207/s15326993es3803_7
Jacob, B. A. (2007). The Challenges of Staffing Urban Schools with Effective Teachers. The
Milner IV, H. R., Murray, I. E., Farinde, A. A., & Delale-O’Connor, L. (2015). Outside of
School Matters: What We Need to Know in Urban Environments. Equity & Excellence in
Murphy, P. K., Delli, L. A. M., & Edwards, M. N. (2004). The Good Teacher and Good
https://doi.org/10.3200/jexe.72.2.69-92
Tavakoli, M., & Baniasad-Azad, S. (2016). Teachers’ conceptions of effective teaching and their
https://doi.org/10.1080/13540602.2016.1218326
https://doi.org/10.1080/01626620.2007.10463456