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Full-Text Articles in Education
Addressing Teacher Retention With The Wisdom Of Those Who Have Stayed, Dejuanna M. Parker
Addressing Teacher Retention With The Wisdom Of Those Who Have Stayed, Dejuanna M. Parker
Education Doctorate Faculty Works
No abstract provided.
In It For The Long Haul: How Rural Veteran Teachers Persist In The Profession, Dejuanna M. Parker
In It For The Long Haul: How Rural Veteran Teachers Persist In The Profession, Dejuanna M. Parker
Education Doctorate Faculty Works
Research has determined that experienced teachers are more effective in the classroom; thus, efforts to retain them in the profession becomes an important issue to all stakeholders (Mirza, 2011). The key to retention of this valuable educational coalition lies partly in understanding factors that influence persistence in the profession. Respect, recognition, and connectedness with the community, along with intrinsic rewards, and the “call” to teach are prominent components in veteran teachers’ decisions to remain in the profession (McCoy, 2006). Educational executives may find that understanding these factors may be useful in developing practices to help new teachers become veteran teachers.
Preparing University Adjunct Faculty To Teach, Dejuanna M. Parker, Leo T. Mcauley Brown, Barbara D. Holmes
Preparing University Adjunct Faculty To Teach, Dejuanna M. Parker, Leo T. Mcauley Brown, Barbara D. Holmes
Education Doctorate Faculty Works
Colleges and universities employ adjunct faculty to fill personnel needs not met when availability of full time faculty is insufficient; as such, academic leaders should find ways to ensure the success of this vitally important faculty group. This qualitative research inquiry studied adjunct faculty perceptions regarding factors deemed necessary to acquire and hone pedagogical competence in university settings. Using a phenomenological approach, the research team studied how eight college and university adjunct faculty, both pre-service and in-service, perceived teaching preparation. Deliberate Practice Theory undergirded this inquiry. Three themes emerged from the study: preparation to teach, teaching content, and institutional support. …