Relevant bibliographies by topics / Teachers Employee retention. Urban schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teachers Employee retention. Urban schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teachers Employee retention. Urban schools.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Teachers Employee retention. Urban schools"

1

Ingersoll, Richard, Henry May, and Gregory Collins. "Recruitment, employment, retention and the minority teacher shortage." education policy analysis archives 27 (April 8, 2019): 37. http://dx.doi.org/10.14507/epaa.27.3714.

Full text
Abstract:
This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the quarter century from the late 1980s to 2013. Our objective is to empirically ground the ongoing debate regarding minority teacher shortages and changes in the minority teaching force. The data we analyze are from the National Center for Education Statistics’ nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-up Survey (TFS). Our data analyses document the persistence of a gap between the percentage of minority students and the percentage of minority teachers in the US. But the data also show that this gap is not due to a failure to recruit new minority teachers. In the two decades since the late 1980s, the number of minority teachers almost doubled, outpacing growth in both the number of White teachers and the number of minority students. Minority teachers are also overwhelmingly employed in public schools serving high-poverty, high-minority and urban communities. Hence, the data suggest that widespread efforts over the past several decades to recruit more minority teachers and employ them in disadvantaged schools have been very successful. But, these efforts have also been undermined because minority teachers have significantly higher turnover than White teachers and this is strongly tied to poor working conditions in their schools.
APA, Harvard, Vancouver, ISO, and other styles
2

Kariuki, Anne. "Motivation and retention of teachers in private secondary schools in Kenya." International Journal of Research in Business and Social Science (2147- 4478) 9, no. 6 (October 27, 2020): 191–201. http://dx.doi.org/10.20525/ijrbs.v9i6.909.

Full text
Abstract:
Employee retention has become a key focus of the human resource professional agenda. Organizations and schools have come to the conclusion that money could be saved by reducing employee turnover. However, studies have been inconclusive on motivating factors that lower employee retention. The main objective of this study was to determine the influence of motivation on the retention of employees in secondary schools in Kenya. Based on an exhaustive review of literature, three constructs of motivation were taken into consideration namely management. The major hypothesis of the study was that motivation significantly influences the retention of teachers in private secondary schools. To test the hypothesis, three sub-hypotheses were developed; compensation significantly influences employee retention; supervision significantly influences employee retention and psychological contract significantly influences employee retention. A mixed methodology approach was adopted and data was collected using a structured questionnaire and a structured interview guide. Descriptive statistics including frequencies, correlation analysis, and linear regression were applied to test the research hypotheses. The regression results indicate that motivation is causing a 7.0 percent variation in retention, implying a weak relationship. The weak relationship can be explained by poor salaries, authoritarian supervision, and breach of the psychological contract.
APA, Harvard, Vancouver, ISO, and other styles
3

Dizon-Ross, Elise, Susanna Loeb, Emily Penner, and Jane Rochmes. "Stress in Boom Times: Understanding Teachers’ Economic Anxiety in a High-Cost Urban District." AERA Open 5, no. 4 (October 2019): 233285841987943. http://dx.doi.org/10.1177/2332858419879439.

Full text
Abstract:
Despite growing concern over teachers’ ability to live comfortably where they work, we know little about the systematic relationship between affordability and teachers’ well-being, particularly in high-cost urban areas. We use novel survey data from San Francisco Unified School District to identify the patterns and prevalence of economic anxiety among teachers and assess how this anxiety predicts teachers’ attitudes, behaviors, and turnover. We find that San Francisco teachers have far higher levels of economic anxiety on average than a national sample of employed adults, and that younger teachers are particularly financially anxious. Furthermore, such anxiety predicts measures of job performance and teacher retention—economically anxious teachers tend to have more negative attitudes about their jobs, have worse attendance, and are 50% more likely to depart the district within 2 years after the survey.
APA, Harvard, Vancouver, ISO, and other styles
4

Boniface, Raymond Mwemezi. "Employee Voice Contexts and Teacher Retention in Remote Secondary Schools in Tanzania." African Journal of Teacher Education 8 (August 7, 2019): 159–93. http://dx.doi.org/10.21083/ajote.v8i0.5040.

Full text
Abstract:
Retaining teachers in their work stations is influenced by many factors which are contextually explained. Teachers’ retention practices in Tanzania and most Sub-Saharan African (SSA) countries have been ineffective partly because of being monetary based. While ‘voicing’ is regarded as a more feasible strategy for retaining teachers in these countries, conditions which favour voicing over exiting a remote school particularly in the Tanzanian context have been not systematically mapped out. This article presents and discusses seven conditions, to include: empowering, listening and cooperative leadership; habitability; friendliness outside school environment; investment potentialities; a supportive and peaceful school working environment; life as a “challenge” mindset; as well as patriotism and profession commitment, which were found to favour voicing over exiting a remote school. The findings imply that there is a need to empower teachers to influence change and reforms that matter to them, increasing teachers sense of investment in schools they are posted and in the profession (social and financial capital), checking ‘who goes into the teaching profession and with what level of struggle’; improving school-level relationships including justice practices from leaders and management, positive co-workers exchanges; training teachers to become patriotic to the nation and be committed to the teaching profession; and the need to improve cooperation and understanding between schools and their surrounding communities.
APA, Harvard, Vancouver, ISO, and other styles
5

Harrington, James R. "Retaining Science Teachers in Rural School Districts: Examining the Unintended Consequences of the No Child Left Behind Act." Global Journal of Educational Studies 3, no. 1 (February 28, 2017): 43. http://dx.doi.org/10.5296/gjes.v3i1.10698.

Full text
Abstract:
Previous case studies find that rural school districts have been struggling to recruit and retain high quality teachers after the implementation of the No Child Left Behind Act (NCLB). Scholars and practitioners argue this labor market problem is even more dire in hard-to-recruit subject areas such as science and mathematics. While there is ample antidotal evidence, there is still no empirical studies that have leveraged a longitudinal dataset to estimate the impact of NCLB on teacher retention in rural school districts. To better examine the intended and unintended consequences of NCLB, this study leverages a longitudinal statewide panel dataset at the district level to examine the capability of rural school districts to recruit and retain science teachers. We find that rural school districts near metropolitan or micropolitan statistical areas employed fewer science teachers after the NCLB passage, while remote rural school districts did not experience a decline. This article highlights that rural school districts have differential effects on their ability to recruit and retain science teachers based on their proximity to urban areas.
APA, Harvard, Vancouver, ISO, and other styles
6

Martinez, Iveris L., Kevin D. Frick, Kristen S. Kim, and Linda P. Fried. "Older Adults and Retired Teachers Address Teacher Retention in Urban Schools." Educational Gerontology 36, no. 4 (March 12, 2010): 263–80. http://dx.doi.org/10.1080/03601270903212302.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bettini, Elizabeth, and Yujeong Park. "Novice Teachers’ Experiences in High-Poverty Schools: An Integrative Literature Review." Urban Education 56, no. 1 (January 8, 2017): 3–31. http://dx.doi.org/10.1177/0042085916685763.

Full text
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.
APA, Harvard, Vancouver, ISO, and other styles
8

De Jong, David, and Ayana Campoli. "Curricular coaches’ impact on retention for early-career elementary teachers in the USA." International Journal of Mentoring and Coaching in Education 7, no. 2 (June 4, 2018): 191–200. http://dx.doi.org/10.1108/ijmce-09-2017-0064.

Full text
Abstract:
Purpose Researchers have found that curricular coaches have had an impact on student achievement by supporting classroom teachers in providing high-quality instruction. However, few studies examine the association between curricular coaches and teacher retention, especially in urban areas. Given the high cost of teacher turnover and the high percentage of early-career teachers who leave the profession each year, the purpose of this paper is to investigate whether the presence of curricular coaches in elementary schools reduces turnover among early-career teachers. Design/methodology/approach In this study, the authors analyzed the observational data from the 2007-2008 Schools and Staffing Survey (SASS). The SASS is a nationally representative cross-sectional survey that has been administered repeatedly to public and private kindergarten through 12th-grade teachers in the USA approximately every four years by the National Center for Education Statistics and the US Census Bureau. Findings The authors found that the presence of a curricular coach was associated with a substantial reduction in early-career teacher turnover. This finding suggests that curricular coaches could be a particular benefit to urban schools. Research limitations/implications This study was national in scope; therefore, it does not examine causes of attrition specific to local contexts. Practical implications Curricular coaches may indirectly save urban school districts thousands of dollars because of their impact on reducing early-career teacher attrition. Social implications In this study, the authors found a statistically significant and practically meaningful association between the presence of curricular coaches in schools and the retention of elementary teachers, especially in urban areas. Originality/value The model predicted that among early-career teachers, teachers in schools without curricular coaches are approximately twice as likely to leave the profession the next year compared to teachers in schools with curricular coaches.
APA, Harvard, Vancouver, ISO, and other styles
9

Tran, Henry, and Douglas A. Smith. "Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools." NASSP Bulletin 104, no. 2 (June 2020): 85–109. http://dx.doi.org/10.1177/0192636520927092.

Full text
Abstract:
Many school employers struggle with teacher turnover challenges despite their use of wide-ranging teacher retention initiatives. Emphasizing a new Talent Centered Education Leadership approach, this article relies on a theory-building methodology that leverages the theories of career choice and Herzberg’s motivation-hygiene, empirical literature that examines the differentiated needs of teachers throughout the stages of their career, and modern strategic human resource management practices, to argue that school leaders should intentionally design a supportive employee experience for teacher support. Guidance is provided for the addressing of staffing issues in hard-to-staff secondary schools, accounting for the total employee experience journey from entry to retirement.
APA, Harvard, Vancouver, ISO, and other styles
10

Bastian, Kevin C., David M. McCord, Julie T. Marks, and Dale Carpenter. "A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention." AERA Open 3, no. 1 (January 2017): 233285841668476. http://dx.doi.org/10.1177/2332858416684764.

Full text
Abstract:
The “greening” (i.e., inexperience) of the U.S. teacher workforce puts a premium on districts and schools hiring effective and persistent beginning teachers. Given the limitations of characteristics currently available at the time of hiring (e.g., academic ability, preparation type), we built off previous research in economics and psychology to investigate associations between personality traits and first-year teachers’ performance and retention in North Carolina public schools. Using the 5-factor model of personality, we find that conscientiousness is significantly associated with higher value-added estimates, higher evaluation ratings, and higher retention rates. Additionally, general self-efficacy, a subdomain of conscientiousness, is significantly associated with teacher value added and evaluation ratings. These conscientiousness results are consistent with a rich body of evidence connecting conscientiousness-related measures to employee performance and retention across professions, and they suggest that districts and schools should consider using personality trait measures, along with other valid indicators, as a way to improve teacher hiring decisions.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Teachers Employee retention. Urban schools"

1

Waddell, Jennifer Helen Thompson Sue Carol. "A qualitative study of the influence of urban elementary teaching experience on the career decisions of beginning teachers." Diss., UMK access, 2005.

Find full text
Abstract:
Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in urban leadership and policy studies in education and education." Advisor: Sue C. Thompson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 13, 2007. Includes bibliographical references (leaves 232-260). Online version of the print edition.
APA, Harvard, Vancouver, ISO, and other styles
2

Hixenbaugh-Dwenger, Kelly. "A matter of retention the essential pieces of comprehensive induction as seen through the eyes of novice urban elementary school teachers /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002290.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Azevedo, Roger. "Factors to improve teacher retention at international Christian schools." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p088-0144.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Arnold-Massey, Helen P. Baker Paul J. "Retention of new teachers in high performing high poverty schools." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273119641&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181240377&clientId=43838.

Full text
Abstract:
Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Paul Baker (chair), Amee D. Adkins, Joseph Pacha, Ronald L. Cope. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
5

Saretsky, Stanley T. "Attraction and retention of teachers in low achieving secondary schools in an urban school district /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809429.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Epp, Stephanie Ann Moss Rita Kay. "Conditions affecting Illinois National Board Certified Teachers' decisions to work in hard-to-staff schools." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1441197941&SrchMode=2&sid=9&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216224113&clientId=43838.

Full text
Abstract:
Thesis (Ed. D.)--Illinois State University, 2007.
Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Kay Moss (chair), Paul Vogt, Thomas Crumpler, Lara Handsfield, Barnett Berry. Includes bibliographical references (leaves 150-163) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
7

Davis, Cove Johnstone. "Retaining effective urban teachers in the age of accountability: How do successful urban schools address staffing challenges?" Thesis, Boston University, 2010. https://hdl.handle.net/2144/31965.

Full text
Abstract:
Thesis (Ed.D.)--Boston University
Many urban schools struggle to retain their best teachers because of challenging work environments, poor salaries, and ineffective school leadership. The additional requirements of the No Child Left Behind legislation for teachers to be highly qualified and the increased academic requirements of raising students to a proficient level in reading and mathematics mean that these schools face additional challenges to retaining teachers. Little research has been done on teacher retention in relation to NCLB in urban schools, but the few studies available have suggested that NCLB has had a negative impact on teacher morale and retention in urban schools. The research project was a paired case study that examined teacher retention in four urban schools, contrasting two schools that showed improvement under NCLB in terms of student achievement with two schools that did not show improvement. This study used human resource data, teacher and principal interviews, and school improvement plans to answer the following three research questions: 1) Does the teacher retention rate remain constant as schools improve? 2) Is there a pattern of teacher retention in improving schools? 3) What do improving schools do to attract, train, and retain teachers? The results showed that all schools had increased levels of teacher retention from the beginning of the study until the end. Improving schools had slightly higher rates of teacher retention, especially among teachers who were determined to be desirable. There was some evidence that as student achievement rates rose in improving schools, so did the rate of teacher retention. Lastly, the findings suggest that schools that were improving were also schools that embodied many of the factors that teachers are looking for in a school, including strong school leadership, positive working conditions, and other supports for teachers new and experienced, such as professional development and mentoring. This study has several limitations, such as a small sample size and a limited pool of human resource data. The findings have important implications for urban school districts that are trying to retain quality teachers.
APA, Harvard, Vancouver, ISO, and other styles
8

Gardner, Robert D. "The development of a theoretical model to predict retention, turnover, and attrition of K-12 music teachers in the United States : an analysis of the Schools and staffing survey and Teacher followup survey (1999-2001) /." Digitized version, 2006. http://hdl.handle.net/1802/5828.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lyons, Kimberly Barraza. "Preparing to stay a quantitative examination of the effects of pre-service preparation on the retention of urban educators /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1459912891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Rose-McCully, Melissa Marie. "To Leave or To Stay: The Stories of Five Elementary School Teachers' Experiences." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86421.

Full text
Abstract:
This study explores teacher retention and teacher resilience in the United States through the stories of five teachers. The researcher presents the research in two manuscripts. Finding My Way through Teaching: A Critical Autoethnographic Play combines critical pedagogy (Freire, 1970) with autoethnography (Ellis, 2004) to examine the author's personal journey as a teacher in a private school, a public school, and a public school in Central America. The research is presented as a one-act play with scenes focusing on conversations with parents, principals, and students, along with scenes examining each situation that take the audience through the internal monologue of the researcher's decision making process to move schools, stay in a school, leave a school, and question their ability or willingness to return to K-12 schooling. Building Relationships: The Stories of Four Small Urban School Teachers shares the stories of four veteran elementary school teachers, teachers who have taught for more than five years, from Parker City Public Schools. This study uses a case study approach with recorded dialogic interviews as data (e.g., Kvale, 1996; Marshall and Rossman, 2011). The stories the teachers tell point to the importance of building and maintaining relationships with students, other teachers, and administration, as one of the key factors for overcoming the challenges of working in a small urban school division and one of the key factors for changing schools or remaining in a school throughout their careers.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Teachers Employee retention. Urban schools"

1

Why Half of Teachers Leave the Classroom: Understanding Recruitment and Retention in Today's Schools. Rowman & Littlefield Education, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Why Half of Teachers Leave the Classroom: Understanding Recruitment and Retention in Today's Schools. Rowman & Littlefield Education, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rice, Aileen E. A study of the relationships among selected motivational needs of teachers and certain organizational characteristics of six high schools: Perceptions of teachers in an urban setting. 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Teachers Employee retention. Urban schools"

1

Griffen, Karen D., and Aaron J. Griffen. "Sustaining Our Diminishing Teachers of Color in Urban and Suburban Schools." In African American Suburbanization and the Consequential Loss of Identity, 86–115. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch006.

Full text
Abstract:
This chapter emphasizes the importance of implementing culturally competent recruitment and retention practices, which suburban schools and systems can use to ensure that all students have a well-trained and high-quality teacher of color. Changes in teachers' expectations for student success and strategies in managing administrative and behavioral tasks are all required of all novice teachers. Methods of recruitment, strategies of organization management, and student demographics should be factors in supporting the approaches to implement culturally competent policy change, impacting the outcomes for teachers of color and the student's they serve. A positive organizational culture to include culturally responsive instructional leadership, adequate teacher salary, and critical professional development are determinants for sustaining high-quality teachers of color not only for students of color but for all learners. An emphasis on valuing the cultural identity of teachers of color in suburban schools will be emphasized as a preventative measure for the othering of teachers of color.
APA, Harvard, Vancouver, ISO, and other styles
2

Williams, York. "Building a Conceptual Framework for Culturally Inclusive Collaboration for Urban Practitioners." In Advances in Educational Marketing, Administration, and Leadership, 83–97. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7703-4.ch006.

Full text
Abstract:
Special education teacher preparation is one of the most critical areas of teacher preparation in higher education. The field is even more complicated depending on the environment in which it takes shape given urban, high-needs, suburban, and rural school communities. Equally important in today's teacher preparation paradigm is supplying pre-service teachers with the pedagogical skills necessary to meet the needs of their 21st century learners, especially those students from culturally and linguistically diverse (CLD) backgrounds and who attend urban schools. This chapter attempts to construct a practitioner friendly framework to examine inextricable linkages between teacher preparation and the role higher education institutions play in providing pre-service special education teachers the requisite skills necessary to become successful urban educators/practitioners. Teacher preparation programs can better support new teacher retention through CRT and family diversity training.
APA, Harvard, Vancouver, ISO, and other styles
3

"Urban and Community Fisheries Programs: Development, Management, and Evaluation." In Urban and Community Fisheries Programs: Development, Management, and Evaluation, edited by Michelle M. Kelly and Roland E. Sigurdson. American Fisheries Society, 2008. http://dx.doi.org/10.47886/9781934874042.ch24.

Full text
Abstract:
<em>Abstract.-</em>The MinnAqua Program, the angling and aquatic education program of the Minnesota Department of Natural Resources, was established in 1989. Its purpose was to introduce urban youth in the Twin Cities of Minneapolis and St. Paul to fishing. MinnAqua has since grown notably, expanding into a successful statewide program reaching over 40,000 people a year, still with a focus on angler recruitment and retention. In addition, the MinnAqua Program also recognizes that fishing provides a powerful context for environmental education, which gets kids outdoors and can serve to foster the development of systems-based awareness, environmental knowledge, skills, and attitudes, and can consequently lay a foundation for active stewardship of Minnesota’s aquatic resources. Through 2000, programming occurred in both formal (schools) and nonformal education settings; however, MinnAqua had been especially effective in reaching out to youth in nonformal settings. In 2001, the decision was made to update the Leader’s Guide to create a tool to aid in strengthening and expanding the program’s outreach in all areas, especially in the formal setting. The new <em>Fishing: Get in the Habitat! </em>MinnAqua Program Leader’s Guide was created and published in June of 2007. This innovative and comprehensive angling and aquatic education curriculum guide is being delivered throughout Minnesota to classroom teachers. To date, over 500 Minnesota educators have received this new guide. One way that educators and youth program leaders receive the guide is by attending a MinnAqua facilitated training workshop. Opportunities for making the publication available for downloading from the Internet are currently being reviewed.
APA, Harvard, Vancouver, ISO, and other styles
4

Hernández-Johnson, Mónica, and Rosemary Q. Flores. "Parent Engagement Through Abriendo Caminos/Opening Pathways." In Research Anthology on Instilling Social Justice in the Classroom, 548–63. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch033.

Full text
Abstract:
“Abriendo Caminos/Opening Pathways for Students of Color Into the Teaching Profession: Giving Back to the Community Through Teaching,” funded by an educational improvement grant, was designed to address the teacher shortage and demographic diversity gap between students and teachers in a largely urban public school district in the Southwestern United States. The research team at a large, minority-serving public research institution set to address the teacher shortage and diversity gap in three distinct ways—research, recruitment, and registration/retention—with a strong parental engagement component in every stage. Research shows that the engagement of multicultural families/families of color in schools and surrounding community initiatives may more expediently and reliably translate into improved student educational outcomes than does that involvement focused largely on their children's performance in school. This chapter delineates practical hands-on methods to develop stronger parent partnerships using a social justice lens.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Teachers Employee retention. Urban schools"

1

Shahbazi, Zahra, MaryAnn Jacobs, Alexandra Lehnes, and Kathleen Mancuso. "Designing Integrated STEM Education: Linking STEM Teachers and Learners in a K-20 Continuum." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60288.

Full text
Abstract:
To address the grand challenge of the severe shortage of qualified engineering workforce and equally important educators, engineering and education departments at Manhattan College created a holistic program called Engineering Scholars Training and Retention (STAR) program. Engineering STAR program created a collaboration among undergraduate education and engineering majors, the professors who teach them and current STEM teachers and their students in local urban middle and high schools. We developed three new academic programs (engineering education minor and certificate programs for both undergraduate and graduate engineering and education majors) to support engineering and education students who are passionate about promoting engineering for 6–12 grade students and become qualified and competent engineering educators. In addition, through partnership with local middle/high schools we developed an engineering ambassadors’ program where students from engineering and education majors develop hands-on design projects and present them to middle/high school students to encourage and inspire more students to study engineering. Next, we engaged in a professional development program to support current STEM teachers to develop skills in engineering and increase the number of teachers who possess the pedagogical content knowledge to prepare students to be successful in engineering fields. All three aspects of the STAR program employees engineering design projects to introduce engineering to students and teachers. This integrative model could serve initially as a template to design such programs.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Teachers Employee retention. Urban schools' for particular source types:
Journal articles Dissertations / Theses
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography