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.
Stewart, Martha Lue
Bachelor of Science (B.S.)
College of Community Innovation and Education
School of Teacher Education
Placencia, Anais A., "Teacher Effectiveness in Underserved, Underfunded, and Under-Resourced Elementary Schools" (2021). Honors Undergraduate Theses. 907.
Restricted to the UCF community until 5-1-2021; it will then be open access.