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Articles 1 - 5 of 5
Full-Text Articles in Education Policy
Teacher Turnover In Urban Schools: A Comparison Of Illinois Traditional Public And Charter Schools, Taquia M. Hylton
Teacher Turnover In Urban Schools: A Comparison Of Illinois Traditional Public And Charter Schools, Taquia M. Hylton
Graduate Research Theses & Dissertations
This research aimed to look specifically at traditional public and charter schools in Illinois to examine the impact of their policies and practices on educator turnover. The study elevated the voices of teachers who voluntarily left their schools due to various factors. It is incumbent upon them to review the data regarding their attrition rates and what teachers report about the structures and practices that push them to another school, district, or from the teaching profession altogether. The audiences that will benefit from this work are educational leaders and human resource teams as they create protocols for district support and …
The Right To Learn: Preparing Early Childhood Teachers To Work In High-Need Schools, Julie Diamond, Fretta Reitzes, Betsy Grob
The Right To Learn: Preparing Early Childhood Teachers To Work In High-Need Schools, Julie Diamond, Fretta Reitzes, Betsy Grob
Occasional Paper Series
Three teacher educators trained in the 1960's reflect on how to ensure educational equity in high-needs schools of today. The article starts with a description of the education the writers want for all children, and outline the processes and practices needed to sustain it. This is followed by a discussion on how schools of education can equip teachers with the values, understandings, and strategies they will need to achieve these goals.
Gentrification And School Choice: Where Goes The Neighborhood?, Amy Childers Roberts
Gentrification And School Choice: Where Goes The Neighborhood?, Amy Childers Roberts
Educational Policy Studies Dissertations
This dissertation explores parent-gentrifiers’ lived experiences of the school-selection process, including the social networking and the influence of those social networks in their selection of schools. School choice and parent involvement are forms of social capital, and such social capital represents the results of social networking and parental agency. The unknown is how this scenario manifests itself in gentrifying parents’ school-selection process in Atlanta’s Kirkwood and Grant Park neighborhoods. Gentrifying children’s absence in urban public schools is of interest as residential areas integrate, while schools (re)segregate. The research paradigm is interpretivist as it investigates the qualitatively different ways in which …
Examining Teacher Identity And Prospective Efficacy Beliefs Among Students Enrolled In A Precollegiate Urban Teaching Academy (Uta), Marsha Simon
USF Tampa Graduate Theses and Dissertations
Teacher recruitment and retention challenges facing urban school contexts provided the impetus for this study. High percentages of historically marginalized students, plagued by high poverty rates and low academic performance, as well as substandard facilities and inadequate material resources, serve as causative factors inhibiting recruitment and retention of credentialed teachers in urban schools (Education Commission of the States [ECS], 1999; Guarino et al., 2006; Horng, 2009; USDOE, 2003; 2004; Wirt et al, 2004). Schools and districts attempt to meet chronic teacher shortages in hard-to-staff urban schools by creating innovative teacher preparation schemes, such as the Urban Teaching Academy (UTA). This …
Parent Involvement In Urban Schools: The View From The Front Of The Classroom, Frances Gamer, Kathleen Mccarthy Mastaby
Parent Involvement In Urban Schools: The View From The Front Of The Classroom, Frances Gamer, Kathleen Mccarthy Mastaby
New England Journal of Public Policy
American educational reform movements focus on efforts to restructure our schools to include all interested parties, especially parents, in the decision-making process. Nowhere is involvement more crucial than in America's inner-city urban neighborhoods. As parents are given a greater voice in their child's school, educators must join them as collaborators. This article identifies elements that impeded parental involvement and recognizes positive and encouraging techniques leading toward successful family-school-community partnerships. An alliance between groups too long seen as opponents rather than proponents must be established.