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Recognizing the pressing problem of low teacher retention in urban schools, this qualitative study explores how two post-baccalaureate teacher education programs at the same university prepare candidates to persist in the profession. Through data analysis, it became clear that graduates of the Urban Teacher Residency program approached their students with an asset-based perspective, whereas graduates of the Master's of Science in Teaching program often used deficit language to describe their students. We explore potential reasons for these varying approaches and consider how these perceptions relate to persistence. We conclude with recommendations for program design and delivery that emphasize asset-based approaches.

In light of the current challenges in addressing the achievement gap between minority and non-minority students, the persistent problems of disproportionality in special education, and the dismal post-school outcomes for culturally and linguistically diverse (CLD) students and those living in poverty, it is critical that successful models of teacher recruitment and retention are developed and implemented. In this article we review current literature on multicultural issues in special education that underscore the need for a more diverse teaching workforce and look at the recruitment trends described in the retention of teachers who are prepared to effectively serve PK-12 students and their families from diverse backgrounds. We also share preliminary data on our efforts to recruit and retain graduate students in an advanced special education program at a Hispanic-serving institution of higher education. To further guide the efforts of others, we provide recommendations for program development and future research.

What constitutes effective reading instruction for urban and ethnically diverse learners has been the topic of a great deal of debate. Particularly, during this time of sweeping mandates and increased calls for accountability. The response from urban schools to The No Child Left Behind Act (NCLB) serves as the backdrop for this paper which will examine reading instruction through the eyes of four urban elementary teachers. Data were collected through interviews, observations, focus groups, and document analysis. Findings address the impact of teachers' culturally responsive approach to reading acquisition, the implementation of research-based culturally responsive reading instruction strategies, and the role of race, culture and language in teaching and learning.

Teacher preparation has been under intense scrutiny in recent years. In order for preparation of special education teacher candidates to remain viable, candidate assessment practices must apply practices identified in the extant literature base, while special education teacher education researchers must extend this base with rigorous efforts to link preservice candidate assessment of knowledge, skills, and dispositions, to authentic experiences in the field, in-service professional practice, and student achievement. The authors review prior research on special education candidate assessment from 2000 to the present in three primary domains: skills and knowledge related to academics, behavior, collaboration, and transition; dispositional factors, including attitudes about disability, inclusion, and diversity; and authentic, field-based assessments, including measures of candidates' impact on students and their induction experiences. Implications for policy and practice are provided.

For over 30 years the field of special education has grappled with the problem of disproportionality. The discourse around this issue has predominately focused on possible causes, and yet the problem persists. This paper will provide an overview of the research on disproportionality and multicultural special education. In addition, the authors will examine the extent to which culturally responsive teaching has been implemented in special education and will propose future directions for research and practice. (Contains 2 tables.)

In this article, the authors discuss the context of urban special education and the complexities of meeting the demands of standards-based reform in urban settings. The study presented highlights the voices of urban special educators in two large urban school districts as they navigate meeting the demands of teaching students with disabilities, and share their perceptions of their roles and responsibilities as a result of No Child Left Behind Act. Findings reveal several implications for educational policy and areas of future research in teacher quality and workplace conditions for urban special educators.

The overrepresentation of students of color in special education continues to be a prevalent, disturbing, and heavily debated problem in this country. What remains is the reality that a large number of African American students continue to be referred and placed in special education programs. On the heels of 2 reports commissioned by the National Research Council (1982, 2002) specifically addressing the issue of disproportionate representation, it seems fitting to revisit this topic through the lens of an urban elementary school attempting to translate findings from recent and relevant research to build a culturally responsive system specifically aimed at reducing disproportionate representation.

In this age of high-stakes testing and calls for more stringent measures of accountability, urban schools face a great deal of scrutiny. In fact, the direct benefactors of school reform remain the students most at risk for not reaping the benefits of reform rhetoric. Current legislation that propels the notion of "scientifically based research" to the forefront of debate on what constitutes a high-quality education fails to contextualize the teaching and learning process in urban settings and promises to do more harm than good. This article will examine the challenges and opportunities inherent in scientifically based research and the implications for urban schools.

Recognizing the pressing problem of low teacher retention in urban schools, this qualitative study explores how two post-baccalaureate teacher education programs at the same university prepare candidates to persist in the profession. Through data analysis, it became clear that graduates of the Urban Teacher Residency program approached their students with an asset-based perspective, whereas graduates of the Master's of Science in Teaching program often used deficit language to describe their students. We explore potential reasons for these varying approaches and consider how these perceptions relate to persistence. We conclude with recommendations for program design and delivery that emphasize asset-based approaches. [ABSTRACT FROM AUTHOR]

Teacher preparation has been under intense scrutiny in recent years. In order for preparation of special education teacher candidates to remain viable, candidate assessment practices must apply practices identified in the extant literature base, while special education teacher education researchers must extend this base with rigorous efforts to link preservice candidate assessment of knowledge, skills, and dispositions, to authentic experiences in the field, in-service professional practice, and student achievement. The authors review prior research on special education candidate assessment from 2000 to the present in three primary domains: skills and knowledge related to academics, behavior, collaboration, and transition; dispositional factors, including attitudes about disability, inclusion, and diversity; and authentic, field-based assessments, including measures of candidates’ impact on students and their induction experiences. Implications for policy and practice are provided. [ABSTRACT FROM AUTHOR]

• In this paper the authors examine research on special education and charter schools to: • Document trends in service delivery, quality of instruction, and family engagement. • Interrogate the intersection of social justice and special education situated within the context of an urban charter school. • Make recommendations for leading charter schools with an emphasis on social justice particularly for students with disabilities. [ABSTRACT FROM AUTHOR]

In light of the current challenges in addressing the achievement gap between minority and non-minority students, the persistent problems of disproportionality in special education, and the dismal post-school outcomes for culturally and linguistically diverse (CLD) students and those living in poverty, it is critical that successful models of teacher recruitment and retention are developed and implemented. In this article we review current literature on multicultural issues in special education that underscore the need for a more diverse teaching workforce and look at the recruitment trends described in the retention of teachers who are prepared to effectively serve PK-12 students and their families from diverse backgrounds. We also share preliminary data on our efforts to recruit and retain graduate students in an advanced special education program at a Hispanic-serving institution of higher education. To further guide the efforts of others, we provide recommendations for program development and future research. [ABSTRACT FROM AUTHOR]

There is a growing body of literature in examining the experiences of graduate students and faculty of color in education. This paper will provide a review of recent and relevant research on the experiences of graduate students and faculty of color, particularly those attending predominately white institutions (PWIs). Additionally, findings from a recent study of African-American doctoral students in special education will be discussed. Finally, the author will assert the need for future research on the leadership preparation of students of color as well as offer recommendations for program development. [ABSTRACT FROM AUTHOR]

In this article, the authors discuss the context of urban special education and the complexities of meeting the demands of standards-based reform in urban settings. The study presented highlights the voices of urban special educators in two large urban school districts as they navigate meeting the demands of teaching students with disabilities, and share their perceptions of their roles and responsibilities as a result of No Child Left Behind Act. Findings reveal several implications for educational policy and areas of future research in teacher quality and workplace conditions for urban special educators. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the author discusses an article about the experiences of African Americans in special education, the effects of race, class, culture and language on education and the views of urban special educators on No Child Left Behind.