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Global Educators Cohort Program - Teacher Education
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Research Team Members
: Christy Byrd, Ph.D.
: Lauren Hall, Robyn Hubbard, Jill Pius
An examination of racial and achievement self-conceptions of Black students in urban high schools (Principal Investigator)
This study is an exploration of how the racial and achievement self-concepts of African American adolescents in urban high schools in a midwestern city interact with individual, environmental, institutional, and societal factors that affect achievement and shape students’ attitudes and beliefs about schooling and subsequent school behaviors. I examine these attitudes and ideologies across achievement levels (e.g., low, average, high). Findings from a portion of this work have been published in
The Journal of Educational Foundations
The Impact of an Urban Teacher Preparation Program on Interns' and New Teachers' Professional Identities and Sense of Support in Their Career (Dorinda Carter Andrews, PI; Terry Flennaugh, PI)
This study addresses a gap in the research literature by examining the effectiveness of a traditional undergraduate teacher preparation program in preparing future urban educators. Using an identity as narrative theoretical framework, this study investigates interns’ and new teachers’ critical sociocultural awareness for urban teaching, self-efficacy, and perceptions of support by their urban-focused teacher preparation program, through the use of teacher blogs, surveys, and interviews. Identity as narrative allows for study participants to reflect on the process of identifying as an urban educator and how experiences in their urban-focused teacher preparation program and ongoing work as novice urban educators shapes their actual and envisioned conceptions of themselves as effective urban teachers.
Using a holistic field inquiry approach to preparing urban educators (Principal Investigator)
This project addressed my interest in exploring meaningful ways to connect teaching and outreach experiences in teacher education. It was guided by the following research questions:
How can outreach experiences complement classroom teaching objectives to further the development of a reflective urban teacher identity? What type of outreach experience is necessary to develop the dispositions needed to be an effective urban educator?
What assessment measures aid in determining the effectiveness of an outreach experience that aims to prepare teachers for urban environments?
With this project, I wanted to a) explore innovative pedagogy and assessment in my teaching, and, b) understand what my students were learning about what it means to be an effective urban educator by interacting with urban families, communities, students, and schools. Findings from this study were published in
Equity & Excellence in Education
. This project was funded by the
MSU Lilly Teaching Fellowship
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College of Education
Michigan State University
Board of Trustees, East Lansing, MI 48824
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