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This study explored how graduate coursework can impact urban teachers' knowledge, skills, and dispositions regarding family and community involvement. (Note: California requires graduate work for teacher certification.) Specifically, the research investigated how teacher attitudes toward family and community involvement changed after taking a graduate level course taught at two separate universities. The study utilized mixed methods combining a semantic differential study of graduate student attitudes with a qualitative analysis of the students' perceptions of their experience in the course. Results from the semantic differential (p less than 0.05) and qualitative data indicate a significant change in teachers in three global areas: (a) their professional knowledge and skills, (b) their professional dispositions, and (c) their authentic relationships with students, their families, and the community. The findings from this study can be used by teacher education programs, university professors, and school districts as they structure and implement programs that support and encourage teachers in interfacing with their students' families and communities. (Contains 5 tables and 1 figure.)

Historically, reform efforts to address poor student achievement have focused on a variety of issues other than teacher quality. Movements such as TQM (Total Quality Management), class size reduction (CSR), school leadership, parental involvement, and multicultural curriculum have not directly addressed the power or influence of the individual classroom teacher. However, research shows that individual teachers can profoundly impact the academic achievement of their students. Teacher educators, however, often find it difficult to agree upon a common definition of teacher quality. To develop exemplary teachers, Claremont Graduate University's Teacher Education Internship Program (CGU's TEIP) addresses the techniques, attitudes, skills, and experiences necessary to become a quality teacher by embracing the ideals of three key concepts: Accountability, Collaboration, and Social Justice. This article describes how the CGU program has committed to preparing teachers able and eager to break the cycles of academic failure that have traditionally plagued poor, non-white, and linguistically-diverse students.