Should I Stay or Should I Go? Comparing Teacher Mobility in Florida's Charter and Traditional Public Schools

Autor/in	Harris, Debbi C.
Titel	Should I Stay or Should I Go? Comparing Teacher Mobility in Florida's Charter and Traditional Public Schools
Quelle	In: Peabody Journal of Education, 82 (2007) 2-3, S.274-310 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/01619560701312970
Schlagwörter	Faculty Mobility; Teacher Persistence; Public School Teachers; Accountability; Charter Schools; Teaching Skills; Teacher Salaries; Elementary Secondary Education; Labor Turnover; Teacher Qualifications; Florida + Suchen Sie Ihr Suchwort? Verantwortung; Charter school; Charter-Schule; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerbesoldung; Lehrervergütung; Lehrqualifikation
Abstract	Currently, we know very little about the mobility decisions of charter public school teachers and how these compare to the decisions made by traditional public school teachers. In addition, it is unclear whether the teachers who leave charter schools tend to be weaker or stronger than their peers. Using statewide administrative data, I begin to answer these questions by studying the magnitude and nature of teacher turnover in Florida's charter public schools compared with turnover in the state's traditional public schools. It appears that Florida's charter school administrators may be better able to recruit and retain teachers with high academic skills than their traditional counterparts. In addition, the mobility patterns exhibited by Florida's charter school teachers differ from those exhibited by traditional school teachers in important ways, including greater sensitivity to accountability measures and less sensitivity to salary considerations. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10