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Running Head: PART 2 LITERATURE REVIEW

Tasiana Blas

University of Nevada, Las Vegas

CIE 603: Urban Education

Dr. Murphy

April 24, 2022


Running Head: PART 2 LITERATURE REVIEW

Problem Statement Restated

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

that students experience.

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

become successful in urban schools.


Running Head: PART 2 LITERATURE REVIEW

References
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602. https://doi.org/10.20448/journal.522.2019.54.595.602

Cornford, I. R. (1991). Micro Teaching skill generalization and transfer: Training preservice

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Research, 80(2), 81–85. https://doi.org/10.1080/00220671.1986.10885728

GARMON, M. A. (2005). Six Key Factors for Changing Preservice Teachers’ Attitudes/Beliefs

about Diversity. Educational Studies, 38(3), 275–286.

https://doi.org/10.1207/s15326993es3803_7

Jacob, B. A. (2007). The Challenges of Staffing Urban Schools with Effective Teachers. The

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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

Education, 48(4), 529–548. https://doi.org/10.1080/10665684.2015.1085798

Murphy, P. K., Delli, L. A. M., & Edwards, M. N. (2004). The Good Teacher and Good

Teaching: Comparing Beliefs of Second-Grade Students, Preservice Teachers, and


Running Head: PART 2 LITERATURE REVIEW

Inservice Teachers. The Journal of Experimental Education, 72(2), 69–92.

https://doi.org/10.3200/jexe.72.2.69-92

Tavakoli, M., & Baniasad-Azad, S. (2016). Teachers’ conceptions of effective teaching and their

teaching practices: a mixed-method approach. Teachers and Teaching, 23(6), 674–688.

https://doi.org/10.1080/13540602.2016.1218326

Turner, J. D. (2007). Beyond Cultural Awareness: Prospective Teachers’ Visions of Culturally

Responsive Literacy Teaching. Action in Teacher Education, 29(3), 12–24.

https://doi.org/10.1080/01626620.2007.10463456

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