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External Contextual Factors and Teacher Turnover: The Case of Michigan High Schools


by Elizabeth Covay Minor, Guan K. Saw, Kenneth A. Frank, Barbara Schneider & Kaitlin T. Torphy - 2019


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Cite This Article as: Teachers College Record Volume 121 Number 11, 2019, p. -
https://www.tcrecord.org ID Number: 22816, Date Accessed: 12/12/2019 9:24:06 AM
 
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About the Author
  • Elizabeth Minor
    National Louis University
    E-mail Author
    ELIZABETH COVAY MINOR is an associate professor at National Louis University in the Educational Leadership Program. Her research interests focus on educational leadership as well as inequality in student opportunities to learn and how social context is related to differences in access to, returns to, and experiences within student opportunities to learn. She recently published “Developing Effective Leaders Requires Valid, High Quality Psychometrically Sound, and Reliable Tools: A Test-Retest Analysis of The Vanderbilt Assessment for Leadership in Education” in Educational Assessment, Evaluation, and Accountability with co-authors Andrew C. Porter, Joseph Murphy, Ellen Goldring, and Stephen N. Elliott.
  • Guan Saw
    University of Texas at San Antonio
    E-mail Author
    GUAN K. SAW is an assistant professor at the Department of Educational Psychology at the University of Texas at San Antonio. His research focuses on educational inequality, STEM education, and college access and success. Recent publications include: Saw, G. K., Chang, C.-N., & Chan, H.-Y. (2018). Cross-sectional and longitudinal disparities in STEM career aspirations at the intersection of gender, race/ethnicity, and socioeconomic status. Educational Researcher; and Saw, G. K. (2018). Remedial enrollment during first year of college, institutional transfer, and degree attainment. Journal of Higher Education.
  • Kenneth Frank
    Michigan State University
    KENNETH FRANK received his Ph.D. in measurement, evaluation and statistical analysis from the School of Education at the University of Chicago in 1993. He is MSU Foundation professor of Sociometrics, professor in Counseling, Educational Psychology and Special Education; and adjunct (by courtesy) in Sociology at Michigan State University. His substantive interests include the study of schools as organizations, social structures of students and teachers and school decision-making, and social capital. His substantive areas are linked to several methodological interests: social network analysis, causal inference and multi-level models. His publications include quantitative methods for representing relations among actors in a social network, robustness indices for sensitivity analysis for causal inferences, and the effects of social capital in schools and other social contexts. Dr. Frank’s current projects include how beginning teachers’ networks affect their response to the Common Core, how schools respond to increases in core curricular requirements, cognitive linkages among aspects of knowledge, the diffusion of knowledge about climate change, and how the decisions about natural resource use in small communities are embedded in social contexts.
  • Barbara Schneider
    Michigan State University
    E-mail Author
    BARBARA SCHNEIDER uses a sociological lens to examine interactions and social structures and how they impact educational inequality. She is the John A. Hannah University Distinguished Professor in the College of Education and Department of Sociology at Michigan State University—Her most recent publications include Broda, M., Yun, J., Schneider, B., Yeager, D.S., Walton, G.M., & Diemer, M. (2018). Reducing Inequality in Academic Success for Incoming College Students: A Randomized Trial of Growth Mindset and Belonging Interventions. Journal of Research on Educational Effectiveness; and Schneider, B., Krajcik, J., Lavonen, J., Salmela-Aro, K. (Expect publication 2019) Learning Science: Crafting Engaging Science Environments. New Haven: Yale University Press.
  • Kaitlin Torphy
    Michigan State University
    E-mail Author
    KAITLIN T. TORPHY, Ph.D., is a Research Scientist and the developer and Director of the Teachers in Social Media Project. This project considers the intersection of cloud to class, nature of resources within virtual resource pools, and implications for equity as educational spaces grow increasingly connected. Kaitlin conceptualizes the emergence of a teacherpreneurial guild in which teachers turn to one another for instructional content and resources. She has expertise in teachers’ engagement across virtual platforms, teachers’ physical and virtual social networks, and education policy reform. Kaitlin has published work on charter school impacts, curricular reform, teachers’ social networks, and presented work regarding teachers’ engagement within social media at the national and international level. Kaitlin’s other work examines diffusion of sustainable practices across social networks within The Nature Conservancy. Kaitlin holds a Ph.D. in education policy, a specialization in the economics of education, and is a Teach for America alumni and former Chicago Public Schools teacher.
 
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