Curriculum, Social Justice, and Inquiry in the Field: Investigating Retention in an Urban Teacher Residency

Abstract

This qualitative study analyzes the retention data of an urban teacher residency program, a recent approach to developing quality teachers. The authors identify patterns of movers, leavers, and stayers and draw on interview data to better understand residents’ (program graduates) perspectives on ways the program informs their practice after graduation. Using the university conceptual framework of curriculum, inquiry, and social justice, the authors examine how residents might demonstrate retention and practice of key concepts and principles that undergirded their residency program. This study furthers our understanding of how residencies support the preparation of new teachers in high-needs schools and shortage areas.