Betting the House: Teacher Investment, Identity, and Attrition in Urban Schools

Autor/inn/en	Dunn, Alyssa Hadley; Downey, C. Aiden
Titel	Betting the House: Teacher Investment, Identity, and Attrition in Urban Schools
Quelle	In: Education and Urban Society, 50 (2018) 3, S.207-229 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517693283
Schlagwörter	Urban Schools; Faculty Mobility; Teacher Persistence; Teacher Education; Educational Policy; Extracurricular Activities; Professional Identity; Case Studies; Self Concept; Comparative Analysis; Career Change; Ethnography; Secondary School Teachers; Teacher Attitudes; Institutional Characteristics; Charter Schools; Participant Observation; Qualitative Research + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Außerunterrichtliche Aktivität; Case study; Fallstudie; Case Study; Selbstkonzept; Career changes; Berufswechsel; Ethnografie; Lehrerverhalten; Charter school; Charter-Schule; Teilnehmende Beobachtung; Qualitative Forschung
Abstract	This study explores the impetus for and impact of four urban teachers' extracurricular investments. Framing teacher investment as work voluntarily undertaken with an eye toward bringing about a highly desired, yet highly uncertain, end, we argue that the outcome of these often-hidden investments have identity and career implications for teachers. Through a comparison of two case studies in the southeast and northeast United States, we investigate why and how teachers come to invest themselves in particular extracurricular projects, the identity implications of the investments, and how the ultimate outcome of the investments may influence their decision to stay in or leave the profession. Findings reveal that teachers' extracurricular investments--either in individual students or whole-school projects--are intimately tied to their identities and career trajectories. Implications are offered for research, teacher education, and policy. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01