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Author: Jeannine M. Porter
Publisher:
ISBN:
Category : Middle school teachers
Languages : en
Pages : 1011
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Author: Jeannine M. Porter
Publisher:
ISBN:
Category : Middle school teachers
Languages : en
Pages : 1011
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Author: Marilyn Parker
Publisher:
ISBN:
Category : Education, Urban
Languages : en
Pages :
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Book Description
The new terminology in public school districts is "urban education" which breeds an entirely new scope of needs for public urban school success. Teachers who work in urban schools with large numbers of low socio-economic minority students feel less satisfied and are more likely to turn over; meaning that turnover is high with low morale in the very schools that would benefit the most from a stable staff of experienced teachers (Grissom, 2011). The purpose of this qualitative research study was to identify teacher perceptions regarding teacher retention in a high need, low socio-economic public urban middle school, identifying reasons why teachers stay at that same school, transfer to another school within the district, or leave the profession in entirety. Urban schools are challenged to improve teacher retention and quality (Sachs, 2004). The participants in this study consisted of a sample population of 50 certified novice and veteran teachers who completed a confidential online survey that consisted of eight open-ended questions. Findings from this study are expected to show factors that can positively or adversely impact teacher retention according to teacher perceptions in a high need, low socio-economic public urban middle school. Some of the factors that are expected to be revealed are teacher preparation for urban education, teacher workload, and campus leadership support. Implications for school leaders are to consider teacher feedback regarding campus improvement, assist teachers with balancing workloads, and increase effective campus leadership support to retain high quality teachers for urban school long-term success.
Author: Niesha Harris
Publisher:
ISBN:
Category : Grade repetition
Languages : en
Pages : 316
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Author: Tom Corcoran
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 188
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Book Description
This document on the working conditions of urban teachers reports data from a survey of 31 elementary, middle, and secondary schools in five urban school districts. More than 400 interviews were conducted with teachers, school administrators, central office personnel, district officials, board members, and union officials. The observations, interviews, and analyses confirm that, in most of these schools, the working conditions of teachers are bleak and would not be tolerated in other professions. Among the findings are the following: (1) physical conditions are sub-standard because of a lack of maintenance, repair, and space; (2) safety is not a serious problem to teachers, except in very depressed neighborhoods; (3) teachers do not have even the basic resources needed, let alone access to new technologies; (4) teachers consider hiring more personnel to address the personal problems of students a higher priority than hiring more teachers to reduce class size; (5) teachers generally understand the cultural gulf between them and their students but are unable to deal with what they consider aberrant student behavior; (6) teachers perceive that they are losing control over what they teach, primarily because of district-wide testing policies although they are in control of how they teach; and (7) teachers have little confidence in supervision, staff development, or central office leadership. Characteristics of good working conditions are identified. Tables illustrate the data. Appendices compare these findings with those of other studies, provide a list of about 100 references, describe the methodology, and compare school effects. (BJV)
Author: Benita Contreras
Publisher:
ISBN: 9780549012092
Category : Middle school teachers
Languages : en
Pages : 116
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Several significant findings emerged from this study: (a) there was an inconsistency between the school's professional development goals and the actual professional development that teachers experienced---teachers noted the inconsistent quality of professional development from year to year, (b) teachers at different stages of adulthood and career stages sought different types of professional development, (c) both teacher and administrator participants perceived that the external qualities of the presenter and the presenter's knowledge of the subject matter were indicators of effective professional development and (d) collegiality was acknowledged by all participants as essential to the school's goals and effective adult learning. These findings have significant implications for future planning of professional development in urban middle schools in particular where unacceptable numbers of these students become dropout statistics in high school.
Author: Hope C. Luster
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 242
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Author: Jeronda J. Majors
Publisher:
ISBN:
Category :
Languages : en
Pages : 248
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Author: Winston Harris Tucker
Publisher:
ISBN:
Category :
Languages : en
Pages : 528
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Author: Erica Angle-Newman
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Thirty-two teachers and 71 students from urban middle schools were surveyed to examine the extent to which dimensions of teacher social-emotional capacity (SEC) were associated with teachers' perceptions of building supportive teacher-student relationships (TSRs) with students, especially Black male students (BMSs), and the extent to which these students' perceptions of TSRs were associated with classroom belonging. The study found that teachers high in SEC and in the SEC dimensions Relationship/Social Skills and Responsible Decision Making were less likely than their counterparts to report challenges in building supportive TSRs with all students and that there was a positive association between students' perceptions of supportive TSRs and their sense of classroom belonging. Study findings have potential for closing the opportunity gap for BMSs. Recommendations for practice include targeting teacher professional development to improve teacher SEC overall and in the SEC dimensions Relationship/Social Skills and Responsible Decision Making.
Author:
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Category :
Languages : en
Pages :
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