This article reframes the debate about what fuels high rates of teacher turnover in high-poverty schools. After reviewing findings from past studies of turnover, it focuses on recent scholarship suggesting that teachers who leave such schools are not fleeing their students, but rather the poor working conditions that make it difficult for them to teach and for their students to learn.
This article provides nationally representative information about the prevalence of late teacher hiring and examines the association between the timing of teacher hires and teacher qualifications.
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.
The paper analyzes three current approaches to teacher education reform in the U.S.- the professionalization agenda, the deregulation agenda, and the social justice agenda.
Asian American undergraduates work as student researchers within their respective communities to uncover the resistance to selecting teaching as a career. Traditional preconceptions of the role of teaching emerge as the crucial factor.
Strategies for attracting more minority teachers for the public schools
One of biggest concerns of education policymakers in the 1980s was the fear of a teacher shortage.
Although many education researchers aknowledged that the data and modeling techniques necessary to forecast a teacher shortage were not available at that time, it did not diminish the concern.
An assessment of the information on the 1997 volume of The Condition of Education bearing on teacher salaries, teacher preparation for diversity, and teacher-student ratio.
Draws on recent data from surveys and research conducted by the U.S. Department of Education to sketch the outline of the approaching changes in the teacher labor market and to comment on the issue of teacher quality.
Recent research indicates that large numbers of U.S. classrooms are staffed with unqualified teachers. This is not due to teacher shortages, but rather to shortages of qualified teachers for specific positions. Hiring practices result in out-of-field teaching. The research indicates that qualified teacher shortages stem from teachers leaving or moving from their jobs.
At first, new educational technologies engender reactions pro and con. As the new possibilities mature, however, different issues become more clearly defined, the classic problems of education-the responsibilities of teaching, the selection of content, the justification of competing goals, the mundane mechanics of implementation, and the inspiration of unstinting effort.
The nature of the teacher shortage following World War II and its effect on future educational policy are analyzed.
In the stories of exorbitant costs and incompetence, teacher tenure laws have achieved mythic proportions. Judge Rolf Treu’s tentative decision in Vergara v. California may be the death knell for teacher tenure. But what will change as a result? A look to the past reveals that teacher tenure never really protected teachers and nor was it supposed to. Using history as a lens, this commentary explores the origination of tenure policies and the debates that surrounded them. This commentary argues that embedded in the tenure debates is a much larger problem that should concern us all.