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Collective Pedagogical Teacher Culture and Teacher Satisfaction


by Elizabeth Stearns, Neena Banerjee, Stephanie Moller & Roslyn Arlin Mickelson — 2015


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Cite This Article as: Teachers College Record Volume 117 Number 8, 2015, p. 1-32
http://www.tcrecord.org ID Number: 18017, Date Accessed: 12/12/2017 12:45:25 PM
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About the Author
  • Elizabeth Stearns
    University of North Carolina
    E-mail Author
    ELIZABETH STEARNS is Associate Professor of Sociology and Public Policy at UNC Charlotte. Her research interests include the interplay between structural characteristics of schools and student outcomes, including gender and racial disparities in achievement and attainment. Her current research is focusing on the gender and racial gaps in STEM education, including the declaration of STEM majors in college. She has published recent articles in Social Science Research, Sociology of Education, and Social Forces.
  • Neena Banerjee
    Valdosta State University
    E-mail Author
    NEENA BANERJEE, PhD, is an Assistant Professor of Public Administration in the department of Political Science at Valdosta State University. Her current research examines how structural and cultural factors in schools influence student learning outcomes during their elementary, secondary, and college years. She is studying the implications of teacher diversity in schools and teacher–student ethno-racial matching on teachers’ job satisfaction, students’ schooling experiences, and educational outcomes. She is also interested in issues of teacher quality, school culture, and achievement gaps. Dr. Banerjee’s work has appeared in Sociology of Education and Social Science Research.
  • Stephanie Moller
    University of North Carolina
    E-mail Author
    STEPHANIE MOLLER is Professor of Sociology at UNC Charlotte. Her research examines structural constraints on students' achievement by race, SES, and gender. Recent publications are available in Sociology of Education and Social Forces.
  • Roslyn Mickelson
    University of North Carolina
    E-mail Author
    ROSLYN ARLIN MICKELSON is Professor of Sociology and Public Policy at the University of North Carolina at Charlotte. She also has appointments in the interdisciplinary program in Women & Gender Studies and Information Technology. Mickelson’s research focuses upon the political economy of schooling and school reform, particularly the relationships among race, ethnicity, gender, class, and educational organization, processes, and outcomes. She has investigated school reform in the Charlotte-Mecklenburg Schools since 1988 focusing on the ways integration and resegregation influenced educational equity and academic achievement. Her coedited book Yesterday, Today, and Tomorrow. The Past, Present, and Future of (De)segregation in Charlotte will be published in 2015 by Harvard Education Press.
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