Literaturnachweis - Detailanzeige
| Autor/inn/en | Bettini, Elizabeth; Park, Yujeong |
|---|---|
| Titel | Novice Teachers' Experiences in High-Poverty Schools: An Integrative Literature Review |
| Quelle | In: Urban Education, 56 (2021) 1, S.3-31 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-0859 |
| DOI | 10.1177/0042085916685763 |
| Schlagwörter | Beginning Teachers; Poverty; Disadvantaged Schools; At Risk Students; Teacher Persistence; Labor Turnover; Teaching Conditions; Beginning Teacher Induction; Minority Group Students; Low Income Students; Teaching Experience; Teacher Student Relationship; Interaction; School Culture; Collegiality; Mentors; Social Influences; Curriculum |
| Abstract | Retaining teachers in high-poverty schools is essential for ensuring students who live in poverty have equitable educational opportunities. Understanding novices' experiences can help school leaders improve novices' retention in high-poverty schools throughout their careers. This integrative review of studies investigates novices' experiences teaching in high-poverty schools. We identified common themes in extant studies, as well as several important areas of research that are, to date, under-studied; most notably, more research is needed to explore differences in novices' experiences of their working conditions in high- versus low-poverty schools, and the implications of those differences for teacher development and retention. (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 | 2024/1/01 |
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