A Two-Dimensional Model of Teacher Retention and Mobility: Classroom Teachers and Their University Partners Take a Closer Look at a Vexing Problem Export

@article{citeulike:4097151, abstract = {This mixed-methods study is a teacher-initiated, collaborative inquiry involving a professional development school (PDS) and a university. The investigation focused on teachers' perceptions of teacher retention and mobility at their PDS. Participants were 134 teachers at a high-needs elementary school with data sources including surveys, interviews, and open-ended questionnaires. The findings clustered around two primary dimensions: (a) congruency of teachers' beliefs and practices with organizational norms and (b) teachers' relational needs and administrators' willingness and ability to meet such needs. Although this study affirmed many of the findings in the extant literature, it also challenged others--namely, the links between teacher turnover and workplace conditions, student body characteristics, and student achievement. The recursive research design enabled the researchers to make accommodations in methodology in response to teachers' and administrators' concerns. The researchers documented these modifications and make recommendations for conducting inquiry in a PDS. 10.1177/0022487108329116}, author = {Swars, Susan L. and Meyers, Barbara and Mays, Lydia C. and Lack, Brian}, citeulike-article-id = {4097151}, citeulike-linkout-0 = {http://dx.doi.org/10.1177/0022487108329116}, citeulike-linkout-1 = {http://jte.sagepub.com/cgi/content/abstract/60/2/168}, day = {1}, doi = {10.1177/0022487108329116}, journal = {Journal of Teacher Education}, keywords = {arbeitsbedingungen, berufslaufbahn, lehr, lehrerbildung, lehrerforschung}, month = {March}, number = {2}, pages = {168--183}, posted-at = {2009-02-25 09:56:28}, priority = {2}, title = {A Two-Dimensional Model of Teacher Retention and Mobility: Classroom Teachers and Their University Partners Take a Closer Look at a Vexing Problem}, url = {http://dx.doi.org/10.1177/0022487108329116}, volume = {60}, year = {2009} }

TY - JOUR ID - citeulike:4097151 L3 - citeulike-article-id:4097151 N2 - This mixed-methods study is a teacher-initiated, collaborative inquiry involving a professional development school (PDS) and a university. The investigation focused on teachers' perceptions of teacher retention and mobility at their PDS. Participants were 134 teachers at a high-needs elementary school with data sources including surveys, interviews, and open-ended questionnaires. The findings clustered around two primary dimensions: (a) congruency of teachers' beliefs and practices with organizational norms and (b) teachers' relational needs and administrators' willingness and ability to meet such needs. Although this study affirmed many of the findings in the extant literature, it also challenged others--namely, the links between teacher turnover and workplace conditions, student body characteristics, and student achievement. The recursive research design enabled the researchers to make accommodations in methodology in response to teachers' and administrators' concerns. The researchers documented these modifications and make recommendations for conducting inquiry in a PDS. 10.1177/0022487108329116 IS - 2 JF - Journal of Teacher Education EP - 183 TI - A Two-Dimensional Model of Teacher Retention and Mobility: Classroom Teachers and Their University Partners Take a Closer Look at a Vexing Problem VL - 60 SP - 168 KW - arbeitsbedingungen KW - berufslaufbahn KW - lehr KW - lehrerbildung KW - lehrerforschung AU - Swars, Susan AU - Meyers, Barbara AU - Mays, Lydia AU - Lack, Brian PY - 2009/03/01/ UR - http://dx.doi.org/10.1177/0022487108329116 ER -