How Research-Practice Partnerships Meet High-Performing Teachers' Needs

Autor/in	Wu-Pope, Jennifer
Titel	How Research-Practice Partnerships Meet High-Performing Teachers' Needs
Quelle	In: Phi Delta Kappan, 104 (2022) 1, S.28-32 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217221123646
Schlagwörter	Partnerships in Education; Teacher Persistence; Educational Improvement; Teacher Promotion; Teacher Researchers; Job Satisfaction + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Teaching improvement; Unterrichtsentwicklung; Lehrerforschung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit
Abstract	The COVID-19 pandemic has exacerbated the long-standing problem of teacher attrition. Some teachers have reported that they have considered leaving the profession because of a lack of advancement opportunities. Jennifer Wu-Pope explains how research-practice partnerships can play a role in retaining these teachers while leveraging their expertise in educational improvement efforts. Participation in research-practice partnerships could be offered as a professional advancement track option for teachers. Providing that option as a hybrid position in which teachers remain in the classroom for part of their day while using the rest of their time for research can be one way to address dissatisfaction among high-performing teachers. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01