Abstract

Based on previous studies and the author's observations pre-service teachers do not typically consider teaching in underserved areas as their preferred option (Aragon et al., 2014). My goal for this study was to provide PSTs with a different perspective on teaching in urban areas by developing a compendium of evidenced-based practices based on the five major patterns found in effective teaching in underserved elementary schools. A qualitative content analysis of research on teacher effectiveness in underserved, underfunded, and under-resourced elementary schools allowed me to gather data from previous studies to identify evidenced-based best practices for this particular setting. Based on the review of literature, I found the following five major patterns when discussing teacher effectiveness in underserved, underfunded, and under-resourced elementary schools: Student-Teacher Relationships, Safe and Supportive, Learning Environment, Real-world Connections, Collaborative Learning, and Differentiation. Pre-service teachers considering working in an urban environment and veteran teachers can benefit from learning about these five commonalities found in effective instruction when serving underserved populations. A comprehensive website was created to provide educators with a resource that concisely explains evidence-based practices in the urban education setting.

Thesis Completion

2021

Semester

Spring

Thesis Chair/Advisor

Stewart, Martha Lue

Degree

Bachelor of Science (B.S.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Elementary Education

Language

English

Access Status

Open Access

Release Date

5-1-2021

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