Comply, Embrace, Cope, Countercrusade, Subvert: Teach For America Corps Members Respond to (Internal) and External Mandates

Barbara Torre Veltri, T. Jameson Brewer

Research output: Contribution to journalArticle

Abstract

In this empirical, qualitative study, Teach For America (TFA) corps member teachers’ lives are examined through the lens of George Posner’s seven “frame factors,” namely, (a) temporal, (b) physical, (c) cultural, (d) economic, (e) organizational, (f) political-legal, and (g) personal, which offer insight into the contextualized TFA experience from induction at Corps Training Institute (CTI) through the 2-year TFA teaching commitment. Hundreds of corps member responses to these frame factors and external mandates were coded and analyzed, using unpublished categories developed by Barone, with particular attention to the developmental time line of one’s educational platform on TFAers’ professional practice.

Original languageEnglish (US)
JournalEducation and Urban Society
DOIs
StateAccepted/In press - Jan 1 2019

Fingerprint

teaching
induction
economics
commitment
Teaching
teacher
experience
mandate
time

Keywords

  • educational policy
  • educational reform
  • school reform
  • teachers

ASJC Scopus subject areas

  • Education
  • Urban Studies

Cite this

@article{3d9ba3acf55343228e11723353eeb72f,
title = "Comply, Embrace, Cope, Countercrusade, Subvert: Teach For America Corps Members Respond to (Internal) and External Mandates",
abstract = "In this empirical, qualitative study, Teach For America (TFA) corps member teachers’ lives are examined through the lens of George Posner’s seven “frame factors,” namely, (a) temporal, (b) physical, (c) cultural, (d) economic, (e) organizational, (f) political-legal, and (g) personal, which offer insight into the contextualized TFA experience from induction at Corps Training Institute (CTI) through the 2-year TFA teaching commitment. Hundreds of corps member responses to these frame factors and external mandates were coded and analyzed, using unpublished categories developed by Barone, with particular attention to the developmental time line of one’s educational platform on TFAers’ professional practice.",
keywords = "educational policy, educational reform, school reform, teachers",
author = "Veltri, {Barbara Torre} and Brewer, {T. Jameson}",
year = "2019",
month = "1",
day = "1",
doi = "10.1177/0013124519883628",
language = "English (US)",
journal = "Education and Urban Society",
issn = "0013-1245",
publisher = "SAGE Publications Inc.",

}

TY - JOUR

T1 - Comply, Embrace, Cope, Countercrusade, Subvert

T2 - Teach For America Corps Members Respond to (Internal) and External Mandates

AU - Veltri, Barbara Torre

AU - Brewer, T. Jameson

PY - 2019/1/1

Y1 - 2019/1/1

N2 - In this empirical, qualitative study, Teach For America (TFA) corps member teachers’ lives are examined through the lens of George Posner’s seven “frame factors,” namely, (a) temporal, (b) physical, (c) cultural, (d) economic, (e) organizational, (f) political-legal, and (g) personal, which offer insight into the contextualized TFA experience from induction at Corps Training Institute (CTI) through the 2-year TFA teaching commitment. Hundreds of corps member responses to these frame factors and external mandates were coded and analyzed, using unpublished categories developed by Barone, with particular attention to the developmental time line of one’s educational platform on TFAers’ professional practice.

AB - In this empirical, qualitative study, Teach For America (TFA) corps member teachers’ lives are examined through the lens of George Posner’s seven “frame factors,” namely, (a) temporal, (b) physical, (c) cultural, (d) economic, (e) organizational, (f) political-legal, and (g) personal, which offer insight into the contextualized TFA experience from induction at Corps Training Institute (CTI) through the 2-year TFA teaching commitment. Hundreds of corps member responses to these frame factors and external mandates were coded and analyzed, using unpublished categories developed by Barone, with particular attention to the developmental time line of one’s educational platform on TFAers’ professional practice.

KW - educational policy

KW - educational reform

KW - school reform

KW - teachers

UR - http://www.scopus.com/inward/record.url?scp=85074862839&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85074862839&partnerID=8YFLogxK

U2 - 10.1177/0013124519883628

DO - 10.1177/0013124519883628

M3 - Article

AN - SCOPUS:85074862839

JO - Education and Urban Society

JF - Education and Urban Society

SN - 0013-1245

ER -