Literaturnachweis - Detailanzeige
Autor/in | Wu-Pope, Jennifer |
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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 |
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 |
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 |