Making Do
Why Do Administrators Retain Low-Performing Teachers
Dados Bibliográficos
| ID | 9733447 |
|---|---|
| Autores | Luis A Rodríguez (0000-0002-4877-2056, New York University, New York, NY, autor correspondente), Seth B Hunter (0000-0002-3051-872X, George Mason University, Fairfax, VA) |
| Ano | 2021 |
| Volume | 50 |
| Fascículo | 9 |
| Páginas | 673-676 |
| Data de publicação | 2021-12-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Educational Researcher (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editora | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x211039450 |
| OpenAlex | W3193607122 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 1 |
Previous reports suggest that administrators rarely dismiss low-performing teachers despite the changing policy landscape allowing them to do so. This brief uses survey data from Tennessee to investigate the underlying reasons explaining administrators’ decisions to retain low-performing teachers. The presented analysis suggests that administrators largely retain low-performing teachers due to a persistent belief that these teachers will improve with time; further analysis presents some evidence regarding observable improvement among low-performing teachers. The brief concludes with a brief discussion of implications for policy and practice
Mathematics education · Pedagogy · Policy analysis · Political science · Public relations · Psychology · Public Administration · School Choice and Performance · Teacher Education and Leadership Studies
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2026 - 2026 (1) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |