Andrew Brantlinger
Biographic Data
| ID | 4136772 |
|---|---|
| NAME | Andrew Brantlinger |
| GIVEN NAMES | Andrew |
| FAMILY NAME | Brantlinger |
| SIGNATURE | BRANTLINGER A |
| AFFILIATIONS | University of Maryland, College Park |
| ORCID | 0000-0003-4034-0467 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Marketing a culture of achievement to Black and Brown students: TNTP and neoliberal multiculturalism
Capital Flight: Examining Teachers' Socioeconomic Status and Early Career Retention
This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu's theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district, and professional retention at five years. W…
It's tough to make predictions, especially about the future: The difference between teachers' intended and actual retention
How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To under…
Altruism, Jobs, and Alternative Certification: Mathematics Teachers’ Reasons for Entry and Their Retention
This study examines the relationship between alternatively certified mathematics teachers’ stated reasons for entry and their odds of retention at the school level and at the district level. Study participants were members of the 2006 and 2007 cohorts of New York City Teaching Fellows who completed three surveys over a 9-year period. Administrative data sets from the New York City Department of Education (NYCDOE) provided employment history of co…
The first-school retention of Black and Latinx community-insiders and elite college graduates: Implications for the recruitment, selection, and training of urban mathematics teachers
This quantitative study was designed to investigate teacher preparation as an interactive system and examine whether individual approaches to preparation are associated with differential retention benefits across different teacher subgroups. Drawing on longitudinal data on mathematics teachers who entered teaching through the New York City Teaching Fellows (NYCTF) program, the study focused specifically on the first-school retention of two policy…
Maintaining Gaps in Teacher Diversity, Preparedness, Effectiveness, and Retention? A Program Theory Evaluation of Mathematics Teacher Training in the New York City Teaching Fellows
This study examines the extent to which the New York City Teaching Fellows (NYCTF) has delivered on its promise of improving mathematics teacher diversity, preparedness, effectiveness, and retention in hard-to-staff city schools. As a program theory evaluation study, it articulates the theory of action for selective alternative route programs and uses this to evaluate NYCTF’s program for secondary mathematics. The analysis draws on longitudinal d…
Demography as Destiny: Explaining the Turnover of Alternatively Certified Mathematics Teachers in Hard-to-Staff Schools
Background: To stem the tide of teacher turnover and prevent shortages, teacher turnover interventions and policies often focus on new and novice teachers because evidence suggests that teacher turnover is particularly high among these teachers. In addition, researchers continue to investigate the root causes of the high teacher turnover observed in many low-income, high-minority schools and whether this is due more to school demographics or poor…
Entering, Staying, Shifting, Leaving, and Sometimes Returning: A Descriptive Analysis of the Career Trajectories of Two Cohorts of Alternatively Certified Mathematics Teachers
Background: By attracting high-achieving college graduates and professional career changers, selective alternative certification programs, such as the New York City Teaching Fellows (NYCTF), promise to address pressing teacher shortages while also improving outcomes in hard-to-staff schools. Purpose: Looking at the main patterns in their careers before, during, and after completing NYCTF, the study provides insights into the short- and long-term …
Patterns in critical incidents: Understanding teacher retention through career decision making
The Meritocratic Mystique and Mathematical Mediocrity in Hard-to-Staff Schools: A Critique of the Best and Brightest Teacher Agenda
This article presents a critique of a teacher quality agenda promoted by a network of elitiste organizations in the United States. Network leaders posit that gaps in teacher quality cause achievement gaps. Their solution is to incentivize the graduates of the nation’s most selective colleges to teach in hard-to-staff schools. Summarizing prior results from secondary mathematics, this article argues that selective college graduates do not make par…
Between Politics and Equations: Teaching Critical Mathematics in a Remedial Secondary Classroom
Proponents of critical mathematics (CM) argue that it has the potential to be more equitable and socially empowering than other approaches to mathematics education. In this article, the author presents results from a practitioner research study of his own teaching of CM to low-income students of color in a U.S. context. The results pertain to the evolution of his reflections about the potentially enhancing relationship between the critical and th…
Are We Supporting Teacher Success: Insights From an Alternative Route Mathematics Teacher Certification Program for Urban Public Schools
In this article we examine induction policies and practices for new alternatively certified mathematics teachers in the country’s largest urban school district, New York City. Our focus is on the support system for such teachers as it is legislated and as it is enacted. This includes the induction and general supports (e.g., mentoring, coaching, networks) that are available to mathematics teachers in the New York City Teaching Fellows Program (NY…
Are We Supporting Teacher Success: Insights From an Alternative Route Mathematics Teacher Certification Program for Urban Public Schools
In this article we examine induction policies and practices for new alternatively certified mathematics teachers in the country’s largest urban school district, New York City. Our focus is on the support system for such teachers as it is legislated and as it is enacted. This includes the induction and general supports (e.g., mentoring, coaching, networks) that are available to mathematics teachers in the New York City Teaching Fellows Program (NY…
It's tough to make predictions, especially about the future: The difference between teachers' intended and actual retention
The Meritocratic Mystique and Mathematical Mediocrity in Hard-to-Staff Schools: A Critique of the Best and Brightest Teacher Agenda
This article presents a critique of a teacher quality agenda promoted by a network of elitiste organizations in the United States. Network leaders posit that gaps in teacher quality cause achievement gaps. Their solution is to incentivize the graduates of the nation’s most selective colleges to teach in hard-to-staff schools. Summarizing prior results from secondary mathematics, this article argues that selective college graduates do not make par…
Altruism, Jobs, and Alternative Certification: Mathematics Teachers’ Reasons for Entry and Their Retention
This study examines the relationship between alternatively certified mathematics teachers’ stated reasons for entry and their odds of retention at the school level and at the district level. Study participants were members of the 2006 and 2007 cohorts of New York City Teaching Fellows who completed three surveys over a 9-year period. Administrative data sets from the New York City Department of Education (NYCDOE) provided employment history of co…
Between Politics and Equations: Teaching Critical Mathematics in a Remedial Secondary Classroom
Proponents of critical mathematics (CM) argue that it has the potential to be more equitable and socially empowering than other approaches to mathematics education. In this article, the author presents results from a practitioner research study of his own teaching of CM to low-income students of color in a U.S. context. The results pertain to the evolution of his reflections about the potentially enhancing relationship between the critical and th…
Patterns in critical incidents: Understanding teacher retention through career decision making
How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To under…
Are We Supporting Teacher Success: Insights From an Alternative Route Mathematics Teacher Certification Program for Urban Public Schools
In this article we examine induction policies and practices for new alternatively certified mathematics teachers in the country’s largest urban school district, New York City. Our focus is on the support system for such teachers as it is legislated and as it is enacted. This includes the induction and general supports (e.g., mentoring, coaching, networks) that are available to mathematics teachers in the New York City Teaching Fellows Program (NY…
Between Politics and Equations: Teaching Critical Mathematics in a Remedial Secondary Classroom
Proponents of critical mathematics (CM) argue that it has the potential to be more equitable and socially empowering than other approaches to mathematics education. In this article, the author presents results from a practitioner research study of his own teaching of CM to low-income students of color in a U.S. context. The results pertain to the evolution of his reflections about the potentially enhancing relationship between the critical and th…
The Meritocratic Mystique and Mathematical Mediocrity in Hard-to-Staff Schools: A Critique of the Best and Brightest Teacher Agenda
This article presents a critique of a teacher quality agenda promoted by a network of elitiste organizations in the United States. Network leaders posit that gaps in teacher quality cause achievement gaps. Their solution is to incentivize the graduates of the nation’s most selective colleges to teach in hard-to-staff schools. Summarizing prior results from secondary mathematics, this article argues that selective college graduates do not make par…
Entering, Staying, Shifting, Leaving, and Sometimes Returning: A Descriptive Analysis of the Career Trajectories of Two Cohorts of Alternatively Certified Mathematics Teachers
Background: By attracting high-achieving college graduates and professional career changers, selective alternative certification programs, such as the New York City Teaching Fellows (NYCTF), promise to address pressing teacher shortages while also improving outcomes in hard-to-staff schools. Purpose: Looking at the main patterns in their careers before, during, and after completing NYCTF, the study provides insights into the short- and long-term …
Patterns in critical incidents: Understanding teacher retention through career decision making
The first-school retention of Black and Latinx community-insiders and elite college graduates: Implications for the recruitment, selection, and training of urban mathematics teachers
This quantitative study was designed to investigate teacher preparation as an interactive system and examine whether individual approaches to preparation are associated with differential retention benefits across different teacher subgroups. Drawing on longitudinal data on mathematics teachers who entered teaching through the New York City Teaching Fellows (NYCTF) program, the study focused specifically on the first-school retention of two policy…
Maintaining Gaps in Teacher Diversity, Preparedness, Effectiveness, and Retention? A Program Theory Evaluation of Mathematics Teacher Training in the New York City Teaching Fellows
This study examines the extent to which the New York City Teaching Fellows (NYCTF) has delivered on its promise of improving mathematics teacher diversity, preparedness, effectiveness, and retention in hard-to-staff city schools. As a program theory evaluation study, it articulates the theory of action for selective alternative route programs and uses this to evaluate NYCTF’s program for secondary mathematics. The analysis draws on longitudinal d…
Demography as Destiny: Explaining the Turnover of Alternatively Certified Mathematics Teachers in Hard-to-Staff Schools
Background: To stem the tide of teacher turnover and prevent shortages, teacher turnover interventions and policies often focus on new and novice teachers because evidence suggests that teacher turnover is particularly high among these teachers. In addition, researchers continue to investigate the root causes of the high teacher turnover observed in many low-income, high-minority schools and whether this is due more to school demographics or poor…
It's tough to make predictions, especially about the future: The difference between teachers' intended and actual retention
How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To under…
Altruism, Jobs, and Alternative Certification: Mathematics Teachers’ Reasons for Entry and Their Retention
This study examines the relationship between alternatively certified mathematics teachers’ stated reasons for entry and their odds of retention at the school level and at the district level. Study participants were members of the 2006 and 2007 cohorts of New York City Teaching Fellows who completed three surveys over a 9-year period. Administrative data sets from the New York City Department of Education (NYCDOE) provided employment history of co…
Marketing a culture of achievement to Black and Brown students: TNTP and neoliberal multiculturalism
Capital Flight: Examining Teachers' Socioeconomic Status and Early Career Retention
This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu's theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district, and professional retention at five years. W…
Psychology (12 works) · Mathematics education (11 works) · Teacher Education and Leadership Studies (11 works) · Pedagogy (10 works) · School Choice and Performance (10 works) · Political science (9 works) · Sociology (7 works) · Mathematics (6 works) · Alternative teacher certification (5 works) · Medical education (5 works)