Deena Khalil

Track
Urban Education

E-Mail
khalil.deena@gmail.com

Work Position
Assistant Professor, Howard University

Biography

Deena Khalil has a B.A. in mathematics, summa cum laude, and a Certificate in Urban Education Leadership from the School of Public Affairs and Administration  att Rutgers-Newark,. She has been a Teaching Assistant at the Urban Teacher Education program in Rutgers-Newark, as well as a doctoral fellow at the NSF- funded MetroMath Center. The Center is a partnership of Rutgers University, The Graduate Center of the City University of New York, the University of Pennsylvania, and school districts in the Tri-State area.  At the Center, Deena conducted qualitative research that examines the challenges faced by northeastern urban districts in recruiting and retaining middle and high school teachers of mathematics.  The focus of analysis is on how district central-office and school-based administrators perceive, understand, and respond to these challenges.  In order to understand the extent to which the findings are related to size rather than urbanicity, additional interviews were conducted in three large non-urban districts.  Prior to enrolling full time in the Urban Systems PhD program, Deena taught mathematics to middle and high school students.  

Title of the Dissertation

Teacher Candidates’ Perceptions of Where They Prefer to Teach

Proposal Abstract

This quantitative study explores the different pathways 700 teacher candidates, from both traditional and alternate route programs, including Teach For America and The New Teacher Project, take into teaching.  Specifically, it investigates the impact of teacher characteristics, neighborhood and policy attributes, and organizational factors on the teacher candidates’ career decisions of where they want to teach:  an urban vs. suburban district.  One purpose this study serves is to provide essential data for assisting Newark Public Schools in its efforts to recruit and retain high quality teachers.  This project is part of a larger mixed-method study sponsored by the Newark School Research Collaborative, and funded by the Ford Foundation.


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