Factors Associated to Teacher Longevity in a Title I Elementary School: A Qualitative Narrative Inquiry Study

Autor/in	Devney, Rik
Titel	Factors Associated to Teacher Longevity in a Title I Elementary School: A Qualitative Narrative Inquiry Study
Quelle	(2017), (90 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Nebraska - Lincoln
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-6975-2
Schlagwörter	Hochschulschrift; Dissertation; Teacher Persistence; Elementary School Teachers; Qualitative Research; Inquiry; Public Education; Faculty Mobility; Educational Change; Accountability; Academic Achievement; Academic Standards; Educational Policy; Educational Objectives; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Öffentliche Erziehung; Bildungsreform; Verantwortung; Schulleistung; Politics of education; Bildungspolitik; Educational objective; Bildungsziel; Erziehungsziel; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The potential of our nation is hinged upon the strength of our educational system across all 50 states. Public education is the backbone of our country and continues to be a spotlight of focus for many. In 1983, President Ronald Reagan shared the "Nation at Risk" report, based on the findings from the National Commission on Excellence in Education. The report claimed a level of mediocrity permeated the public education system and children were lagging behind compared to children in other first world countries. This landmark report put a level of accountability on school officials to create higher performing students in every classroom. In 1994, President Bill Clinton signed the Goals 2000 Act, which began to create standards of educational reform. As the presidential office turned over, the focus on education in America did not lessen. President George W. Bush signed the No Child Left Behind Act in 2002, which continued a string of accountability factors, including requirements for staffing practices. Even with increased government policies and reform efforts related to teacher staffing, research continues to reveal challenges related to teacher recruiting, hiring, training, and retaining quality teachers across the country. "Over a decade ago we estimated that between 40 to 50% of those who enter teaching leave teaching within 5 years. This figure has been widely reported since, but it was only a rough estimate using cross-sectional national data. Recently, using national longitudinal data, Perda (2013, in Ingersoll, Merrill, & Stuckey, 2014, p. 24) was able to more accurately document rates of cumulative beginning attrition. He found that more than 41% of new teachers leave teaching within 5 years of entry. Moreover, we have also found that these already high levels have been going up since the late 1980's" (Ingersoll et al., 2014 p. 24). This narrative inquiry qualitative study explores the topic of teacher longevity by conducting in-depth interviews of four teachers who defied the national statistics by teaching in the same Title I elementary school for 30 or more years. This study will capture the stories of each teacher and their rationale for staying in the same school for 30 years or more. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01