Filling the Void
A Grounded Theory Approach to Addressing Teacher Recruitment and Retention in Urban Schools
Datos Bibliográficos
| ID | 9728856 |
|---|---|
| Autores | Meredith L Wronowski (0000-0001-6791-5473, The University of Oklahoma, Norman, USA, autor de correspondencia) |
| Año | 2018 |
| Volumen | 50 |
| Número | 6 |
| Páginas | 548-574 |
| Fecha de publicación | 2018-07-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education and Urban Society (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124517713608 |
| OpenAlex | W2625637653 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 23 |
This research addresses the problem of teacher shortages in urban, high-needs schools. A grounded theory methodology was used to expand insights related to teacher recruitment and retention by collecting and analyzing qualitative (interview and observational) data from nine successful urban teachers. A two-part model of recruitment and retention emerged from this analysis. The model recommends that recruitment practices should be directed at locating individuals who have specific personality traits, the ability to practice cultural awareness and acceptance, and who build effective relationships with students. Organizational retention practices should be focused on increasing teacher empowerment within an organizational learning framework
Economic shortage · Empowerment · Government (linguistics · Grounded theory · Mathematics education · Medical education · Pedagogy · Political science · Public relations · Qualitative research · Social science · Sociology · Psychology · School Choice and Performance · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
Connecting the Dots” for Recruiting Secondary Science Teachers in Urban Schools
Classroom Management Coaching for First-Year Urban Teachers
The Impact of Star Teacher Characteristics on Teacher Selection and Retention in Urban High Poverty Schools
Barriers to Increasing Teacher Diversity
Does the Expert-based Collective Advising Mechanism Promote Educational Equity? Experience from China
Teacher Mobility from “Starter School” to “Forever School”
Teacher Retention in High-Poverty Urban Schools
Profesores Adelante! Recruiting teachers in the target language
Using Software in Qualitative Research
The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover
Teacher and Classroom Context Effects on Student Achievement
How Large Are Teacher Effects?
Parent and Teacher Relationships as Predictors of School Engagement and Functioning Among Low-Income Urban Youth
Teachers’ Preferences to Teach Underserved Students
Teacher Turnover and Teacher Shortages
How Teacher Turnover Harms Student Achievement
Bicultural self-efficacy among college students
Learning about and learning from expert teachers
The Myth of the "Fully Qualified" Bright Young Teacher
Preparing Teachers for Culturally Diverse Schools
Cultural Identity and Learning to Teach in a Diverse Community
Biculturalism and Adjustment
| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 1,33 |
| Intervalo de citas | 2020 - 2025 (6) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |