The impact of the teach for America experience on emerging leaders / Tanya Maloney.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Maloney, Tanya, author.

Contributor:

Remillard, Janine, degree supervisor, committee member.

Ravitch, Sharon M., committee member.

Stevenson, Howard C., 1958- committee member.

Portnoy, Dina, committee member.

University of Pennsylvania. Teaching, Learning and Teacher Education.

Language:

English

Subjects (All):

Penn dissertations--Education.

Education--Penn dissertations.

Teaching, learning and teacher education--Penn dissertations.

Penn dissertations--Teaching, learning and teacher education.

Local Subjects:

Penn dissertations--Education.

Education--Penn dissertations.

Teaching, learning and teacher education--Penn dissertations.

Penn dissertations--Teaching, learning and teacher education.

Physical Description:

xii, 235 leaves : illustrations ; 29 cm

Production:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2015.

Summary:

Teach For America (TFA) seeks to build a movement of leaders who -- through their experience teaching in a high need school -- develop a deep commitment to solving educational inequity. This study provides an empirical examination of TFA's theory of change while at the same time, addressing persistent questions in teacher education related to how the learning-to-teach process provides a site for young people to develop their understanding of the ways race and social class matter both in and outside the classroom. This study addresses the following research questions: In what ways do alumni believe their TFA experience informs their personal and professional identities? What do TFA alumni believe about the ways that race and class "matter" in education? The study uses ethnographic data collection methods to examine the experience of 17 TFA alumni from a single corps. Identity development theories and experiential learning theory are operationalized to analyze the data. The findings locate the experiences that incite the learning process within new teachers as well as reveal the types of understandings, beliefs, and commitments that endure beyond participation in a preparation program. This study adds to the narrow academic literature that compares TFA teachers to their non-TFA peers as well as the current research on teacher identity development that is centered on university-based programs involving a practicum experience and coursework. Addressing these research questions provides insight for teacher educators working to understand how to prepare new teachers to take on leadership roles in the fight for educational equity. I offer suggestions for TFA and teacher preparation programs that are considered alternative route, or fast-track, as well as more traditional programs.

Notes:

Ed. D. University of Pennsylvania 2015.

Department: Teaching, Learning and Teacher Education.

Advisor: Janine Remillard.

Includes bibliographical references.

OCLC:

945583666