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“Them That’s Got Shall Get”: Understanding Teacher Recruitment, Induction, and Retention


by Suzanne M. Wilson, Courtney Bell, Jodie A. Galosy & Andrew W. Shouse — 2004

We begin our chapter by briefly describing the factors that have historically influenced entry into teaching. We structure the rest of the chapter around the troika of policies concerning teacher recruitment, induction, and retention, describing current understandings of these phenomena, as well as new developments in both policy and practice. We conclude by exploring the question, “What kind of work are new teachers being recruited and inducted into?” Wrestling with this question is essential to understanding the potential power and pitfalls of those policies.


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This article originally appeared as NSSE Yearbook Vol 103. No. 1.


Cite This Article as: Teachers College Record Volume 106 Number 13, 2004, p. 145-179
http://www.tcrecord.org ID Number: 18568, Date Accessed: 12/15/2017 8:12:51 PM

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About the Author
  • Suzanne Wilson
    Michigan State University
    E-mail Author
    SUZANNE M. WILSON is a Professor in the Department of Teacher Education at Michigan State University.
  • Courtney Bell
    Michigan State University
    E-mail Author
    COURTNEY BELL is a doctoral candidate in the Department of Teacher Education at Michigan State University.
  • Jodie Galosy
    Michigan State University
    E-mail Author
    JODIE A. GALOSY is a doctoral candidate in the Department of Teacher Education at Michigan State University.
  • Andrew Shouse
    Michigan State University
    E-mail Author
    ANDREW W. SHOUSE is a doctoral candidate in the Department of Teacher Education at Michigan State University.
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