eng Science and Education Publishing American Journal of Educational Research 2333-4770 2014-12-18 2 12 1218 1224 10.12691/education-2-12-14 EDUCATION201421214 article Sheila R. Vaidya vaidyasr@drexel.edu 1 School of Education, Drexel University, Korman Center 222, Philadelphia, Pa 19104 The question that drives the research presented in this paper is -why are some teachers in a cohort more effective than others, despite the fact that the academic preparation is the same for all? We find the answers in the teacher academic optimism- teacher beliefs and attitudes of efficacy about the students and themselves. Next, we visit their classrooms, review their journals, question them about how they use mentors. Based on this data, we present five case studies, characterize teacher beliefs and philosophy while observing how their academic optimism plays out in their classroom behavior. http://pubs.sciepub.com/education/2/12/14/education-2-12-14.pdf knowledge pedagogy high need schools