Suzanne Poole Patzelt
Biographic Data
| ID | 9499750 |
|---|---|
| NAME | Suzanne Poole Patzelt |
| GIVEN NAMES | Suzanne Poole |
| FAMILY NAME | Patzelt |
| SIGNATURE | PATZELT S P |
| AFFILIATIONS | Montclair State University, Montclair, New Jersey, USA |
| ORCID | 0000-0001-8967-0657 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Why teachers stay
As part of a multiyear, multistate National Science Foundation-funded research study, Liz Carletta, Douglas B. Larkin, Suzanne Poole Patzelt, Khadija M. Ahmed, and Mayra Perna interviewed educators from districts with higher-than-average novice science teacher retention. They found six factors that can be applied at the school level to increase the likelihood of K-12 teacher retention across grade levels and subject areas. They present the framew…
Portraying secondary science teacher retention with the person‐position framework
This study uses state‐level staffing data to analyze the five‐year career trajectories of all 231 first‐year secondary science teachers in New Jersey who began teaching during the 2010‐2011 school year. The person‐position framework for studying teacher retention is introduced in this analysis, and the authors present a case for the importance of specifying both location and duration in empirical reporting on teacher retention, as well as disting…
Canadian Indigenous Literature and Art
In Canadian Indigenous Literature and Art (2020), Carol A. Mullen makes visible the impacts of colonization by “unsettling the settlement” (p. xiv) through reviewing both Indigenous literature, med
No prominent works on this page.
Canadian Indigenous Literature and Art
In Canadian Indigenous Literature and Art (2020), Carol A. Mullen makes visible the impacts of colonization by “unsettling the settlement” (p. xiv) through reviewing both Indigenous literature, med
Portraying secondary science teacher retention with the person‐position framework
This study uses state‐level staffing data to analyze the five‐year career trajectories of all 231 first‐year secondary science teachers in New Jersey who began teaching during the 2010‐2011 school year. The person‐position framework for studying teacher retention is introduced in this analysis, and the authors present a case for the importance of specifying both location and duration in empirical reporting on teacher retention, as well as disting…
Why teachers stay
As part of a multiyear, multistate National Science Foundation-funded research study, Liz Carletta, Douglas B. Larkin, Suzanne Poole Patzelt, Khadija M. Ahmed, and Mayra Perna interviewed educators from districts with higher-than-average novice science teacher retention. They found six factors that can be applied at the school level to increase the likelihood of K-12 teacher retention across grade levels and subject areas. They present the framew…
Science education (2 works) · Teacher Education and Leadership Studies (2 works) · Archaeology (1 work) · Charter (1 work) · Cohort (1 work) · Colonization (1 work) · Computer Science (1 work) · Diverse Educational Innovations Studies (1 work) · Early Childhood Education and Development (1 work) · Ecocriticism and Environmental Literature (1 work)