Like lightning in a bottle: attempting to capture the pedagogical excellence of successful teachers of black students1

Abstract Despite the dismal academic outlook for black students in urban schools, some teachers are capable of helping black students attain academic and cultural success. These teachers have notions of school success that transcend standardized tests. They engage in culturally relevant teaching ‐ in their conceptions of themselves and their students, in their classroom social relations, and in their conceptions of knowledge. Having successful teachers talk about and analyze their teaching may provide insight into the kinds of models that need to be developed in order to assist preservice teachers in meeting the challenge of teaching in urban settings. 1This work was supported in part by an award from the National Academy of Education's 1988‐1989 Spencer Post‐Doctoral Fellowship Program. The contents of this paper do not necessarily reflect the views or policies of the National Academy of Education or the Spencer Foundation. Notes 1This work was supported in part by an award from the National Academy of Education's 1988‐1989 Spencer Post‐Doctoral Fellowship Program. The contents of this paper do not necessarily reflect the views or policies of the National Academy of Education or the Spencer Foundation.