The Importance of Teaching and Learning Conditions: Infuences on Teacher Retention and School Performance in North Carolina. Research Brief

Autor/inn/en	Berry, Barnett; Bastian, Kevin C.; Darling-Hammond, Linda; Kini, Tara
Institution	Learning Policy Institute
Titel	The Importance of Teaching and Learning Conditions: Infuences on Teacher Retention and School Performance in North Carolina. Research Brief
Quelle	(2021), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Conditions; Teacher Persistence; Equal Education; Academic Achievement; Achievement Gains; Teacher Administrator Relationship; Principals; Teacher Leadership; Faculty Development; Teacher Collaboration; Teacher Effectiveness; Self Efficacy; Community Support; Parent School Relationship; School Effectiveness; Elementary Secondary Education; Public School Teachers; North Carolina + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Schulleistung; Achievement gain; Leistungssteigerung; Principal; Schulleiter; Lehrerfunktionsstelle; Lehrerkooperation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schuleffizienz
Abstract	This brief draws on a study of teacher working conditions and their relationship to teacher retention and school performance in North Carolina. It is part of a series of studies conducted by the Learning Policy Institute (LPI)--in collaboration with WestEd and the Friday Institute for Educational Innovation at North Carolina State University--as part of an action plan developed to inform ongoing efforts to ensure compliance with the North Carolina Supreme Court's decision in "Leandro v. the State of North Carolina." That case affirmed the state's constitutional responsibility to provide every student an equal opportunity for a sound basic education, including access to qualified teachers and administrators. Requested by the court in conjunction with both plaintiffs and defendants, the action plan aims to identify root causes of current inequalities and evidence-based solutions to meet the constitutional standard. This brief is based on an LPI report published in 2019: "How Teaching and Learning Conditions Affect Teacher Retention and School Performance in North Carolina." (As Provided).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01