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City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 5-2015 An Exploratory Study Of The Role Of Cooperating Teachers In Preparing Teacher Candidates For Academic Success With Students Of Color In High-Need Schools Audra Michelle Watson Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1180 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] An Exploratory Study Of The Role Of Cooperating Teachers In Preparing Teacher Candidates For Academic Success With Students Of Color In High-Need Schools By Audra Michelle Watson A dissertation submitted to the Graduate Faculty in Urban Education as partial fulfillment of the requirements for the Doctor of Philosophy, The City University of New York 2015 © 2015 AUDRA MICHELLE WATSON All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in Urban Education in satisfaction of the dissertation requirements for the degree of Doctor of Philosophy. Professor Nicholas Michelli, Ed.D. Chair of Examining Committee ___________ _____________________________________ Date Professor Anthony Picciano, Ph.D. Executive Officer ___________ _______________________________________ Date Supervisory Committee _________________________ Nicholas Michelli, Ed.D. __________________________ Anthony Picciano, Ph.D. ___________________________ Terrie Epstein, Ed.D. THE CITY UNIVERSITY OF NEW YORK iii Abstract An Exploratory Study Of The Role Of Cooperating Teachers In Preparing Teacher Candidates For Academic Success With Students Of Color In High-Need Schools by Audra M. Watson Advisor: Dr. Nicholas Michelli This dissertation investigates the teaching practices, attitudes, beliefs, and expectations, cooperating teachers hold and model for teacher candidates preparing to work in high-need schools with significant populations of students of color. Using a culturally relevant and critical race theory lens, I argue that the clinical placements in which many teacher candidates are placed provide limited opportunities for them to see and engage in the full spectrum of culturally relevant pedagogical practices. The data for this study were captured from participants in a nationally-administered, state-based teacher preparation program through surveys, interviews, and observations over a period of four months. Using a mixed method design, an analysis of findings reveals that while committed to preparing teacher candidates to work with significant populations of students of color in high-need schools, cooperating teachers have a limited understanding of and use of a full range of culturally responsive teaching practices. Moreover, explicit discussions of race and racial inequities institutionalized within schools and classrooms are largely missing from discussions between cooperating teachers and teacher candidates. The importance of this study lies in capturing the goals, stated beliefs, understandings, and pedagogical practices of multiple actors (program directors, cooperating teachers, teacher iv candidates) involved in the preparation of teacher candidates for high-need schools with significant populations of students of color. It is hoped that this study will force critical analysis and reconsideration of the ways in which we recruit, select, and prepare cooperating teachers and ensure that they can facilitate serious discussions about and model a wider range of culturally responsive pedagogies that will support the success of students of color. v Dedication This dissertation is dedicated to the two people who have shaped the person I am today—my mother and father, Erline Lucina Watson and Carl Washburn—both of whom loved me and supported me from birth. My father is no longer here. He was taken too soon. Completing this degree was his hope long before it was mine. Words will never convey how much his insight on race and class and his practical wisdom are missed. Thank you, mommy, for all you continue to do for me. I love you more than more. To my closest friend, Yvette Donald, who consistently tells me how proud she is of me for pursuing this degree: Our paths have moved in different directions since our days at JHS 45, but you have been supportive of every new endeavor I have embarked on, particularly over these past four years. You have also patiently awaited my return to your school in East New York. I promise that when this is done, I will visit more frequently. I look forward to seeing the wonderful programs you have in place for your students in spite of the many challenges. vi Acknowledgments A dissertation is not possible without the support and encouragement of a community of supporters. For me that community has been an important one. It includes family, old and new friends, colleagues, and a network of mentors. As expected, my journey toward finalizing this dissertation has been filled with self- doubt and challenges. However, as is now evident, somewhere and somehow the guidance of friends, perseverance, and emotional strength trumped self-doubt. I would first like to acknowledge my family: my brother Norman, my nephew Jalen, his mother Angela, and particularly Aunt Heather and Aunt Lorna, who are very proud to know that I have completed this journey, one that I began earlier when my father was alive. Next, I am incredibly thankful to my dissertation committee. First, Nicholas Michelli, my chair, is a godsend. Words can never express how thankful and appreciative I am that I was led to him by Edward Crowe. It was Professor Michelli who consistently told me that I could complete this hurdle and felt that this research was needed. I imagine though that Nick was just happy that I had finally settled on a topic after two years of ever-changing research interests. I have appreciated his guidance, wise counsel, and even his taunts as I conducted my study. Our conversations have been important ones and he has encouraged me to think deeply about teacher education policy and to always engage in research that will impact the field. I appreciate him so much more because while we are in agreement about most aspects of teacher education policy, there are some places where we disagree and he consistently challenges me to interrogate my firmly held assumptions and beliefs. Terrie Epstein has also been an advocate on my behalf. She also told me that I was researching an important topic and was deeply interested in the research I was conducting. Finally, this research would not have been as rich, or even possible, without Dr. vii Picciano (Dr. P.), who helped me think carefully about my survey design and the quantitative analysis of my survey results. My quantitative coursework with Dr. P resulted in my appreciation for mixed method research designs. Dr. P. supported me, despite my tremendous fears, in preparing a sound mixed methods design and making it happen. My colleagues Stephanie Hull and Brian Hayes have served as my cheering section. Stephanie encouraged me to use my part-time status wisely so that I could complete my studies by my self-imposed timeline. She also offered and provided her excellent editing skills on sections of this document. Stephanie thinks that I am completely unaware that her encouragement is merely her attempt to get me back to full-time work. Brian, with whom I share many interests, is deeply passionate about my topic and offered moral support all along this journey. He is next, and I believe he knows that I will do anything he needs me to so that he can also finish his studies. My dear friend Lily (aka “I ain’t got time”) is also well on her way and will soon be done. How she has time to write, study, and empower and uplift her community is baffling and inspiring. Thank you for being uncompromising about equity and the education of our students. Naomi, Bisola, Lisa, Stacey, and Angelica are without a doubt a wonderful support network. Each modeled what it means to be accountable to your colleagues. I have appreciated their thoughtfulness and support. F.C. has probed, pushed, prodded, and provoked me along the way. For all of it, I can now say that I am thankful. Finally, I would be remiss if I didn’t say a special and very public thank you to Sharon J. Hardy, who is also completing her doctoral studies. It was Sharon who kept me (and our entire dissertation study group) focused and on track. She provided a voice of reason on numerous viii occasions when the challenges overwhelmed me and I felt this could not be done. There is a special place in heaven for Sharon. ix Table of Contents Chapter 1: Introduction……………………………………………………………… 1 Introduction to Research Questions……………………………………………. 5 Purposes of this Study………………………………………………………….. 18 The Demographic Imperative………………………………………….. 19 Unanswered Questions and Concerns about the Research to Date…................. 21 Definition of Term……………………………………………………………... Background……………………………………………………………............. 15 Theoretical Perspective………………………………………………………… 17 Race in the Foreground………………………………………………… 17 Critical Race Theory…………………………………………………… 22 Chapter 2: Review of Literature…………………………………………… . 31 Situating Teacher Preparation within K–12 Education Reform Efforts……… 34 Clinical Preparation…………………………………………………………... 42 Student Teaching……………………………………………………………… 45 Cooperating

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