Literaturnachweis - Detailanzeige
Autor/in | Wronowski, Meredith L. |
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Titel | Filling the Void: A Grounded Theory Approach to Addressing Teacher Recruitment and Retention in Urban Schools |
Quelle | In: Education and Urban Society, 50 (2018) 6, S.548-574 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1245 |
DOI | 10.1177/0013124517713608 |
Schlagwörter | Grounded Theory; Teacher Recruitment; Teacher Persistence; Urban Schools; Urban Teaching; Urban Education; Interviews; Observation; Models; Personality Traits; Cultural Awareness; Teacher Student Relationship; Teacher Empowerment; Teacher Characteristics; Statistical Analysis Lehrerrekrutierung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Urban education; Stadtteilbezogenes Lernen; Interviewing; Interviewtechnik; Beobachtung; Analogiemodell; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Cultural identity; Kulturelle Identität; Teacher student relationships; Lehrer-Schüler-Beziehung; Statistische Analyse |
Abstract | 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. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |