Abstract:Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts' yearly ratings based on statemandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed. Key words: Teacher attrition; teacher characteristics; school context; survival analysis; charter schools; school accountability. La identificación de factores contextuales y personales que contribuyen a las tasas de deserción docentes en las escuelas públicas en TexasResumen: El abandono de la docencia es un problema importante que enfrentan las escuelas con un alto porcentaje de maestros que abandonan la profesión todavía en los primeros años. Dada la necesidad de retener a los profesores de alta calidad, es necesario investigar para identificar los docentes con mayores tasas de retención. Utilizando el análisis de supervivencia y un gran conjunto Education Policy Analysis Archives Vol. 20 No. 15 2 de datos del estado de Texas, los investigadores examinaron los datos de los docentes para identificar las variables escolares y profesionales asociadas con abandonar la profesión. La particularidad de este estudio fue investigar el tipo de prueba (competencias básicas en comparación con la competencia basada en estándares más altos), los rankings anuales de los distritos escolares con base en los exámenes estatales requeridos y el estado de las escuelas charter. Los análisis muestran que el abandono de los docentes fue mayor durante el periodo de exámenes con consecuencias graves, en escuelas de bajo rendimiento y en escuelas charter. Sin embargo, los primeros años de carrera, el género y nivel educativo de moderaban la deserción profesionales. En las conclusiones se discuten varias implicaciones para las políticas públicas. Palabras clave: deserción docentes; características docentes; contexto escolar; análisis de supervivencia; las escuelas chárter. Identificando fatores pessoais e contextuais que contribuem para as taxas de abandono nos docentes das escolas públicas do TexasResumo: O abandono do magistério é um problema significativo nas escolas, com uma grande percentagem de professores que abandonam a profissão ainda nos primeiros anos. Dada a necessidade de reter professores de elevada qualidade, é necessário investigar para identificar os professores com maiores taxas de retenção. Usando análises de sobrevivênc...
This study investigated the Spanish literacy development of 20 low-SES Spanish dominant students learning and using literacy in whole-language classrooms. Students' oral reading, writing, and discussions about reading and writing were observed and examined. The data indicated that the children used a variety of reading and writing strategies. The findings of this study provide some evidence to support the theory that students learn about meaning construction through the use of whole language. Additionally, the data suggest that meaning construction is associated with the individual's efficient and contextual use of the graphophonic system. The findings were less supportive of the theory that students learn about the code through exposure to print and through invented spelling.Literacy instruction in a first language in U.S. bilingual classrooms has been rarely studied. In the past, the research community has focused much attention on the effects of bilingual education on children's later school performance in English, but less attention on the context of reading and writing instruction in the first language. It is important to examine not only effects of first language literacy development on the second language but also effective literacy development practices in the first language. The present study was undertaken in response to a growing trend in many bilingual classrooms toward the use of whole language for literacy instruction in the first language.Substantial evidence indicates that the development of literacy in a child's first language increases the rate and level of development of the English language for limited English proficient students (Cummins, 1979). The development of first language literacy in Spanisli/English bilingual classrooms has traditionally used the phonetic approach based on the rationale that since Spanish is a phonetic lan-75
Second language literacy development is a significant factor influencing immigrants' opportunities to integrate with the host society. To examine the opportunities that different immigrant groups have had for obtaining both, we selected four published studies that had been originally analyzed through a sociocultural perspective, a prominent framework for understanding contexts of second-language literacy development. Using social boundary theory as an added lens, we could also examine how time, place, and sociopolitical contexts specifically influenced each immigrant group's second-language literacy development and their prospects for gaining social integration with their particular host society. We identified the cultural tools of the different immigrant groups and the degree to which they could use literacy to appropriate the legal materials and resources of the host society, essential for gaining social integration. Specific factors and events within each context functioned to support second-language literacy development, to gain social integration with the host society, or led to exclusion by the dominant majority. Our findings indicated that developing competency in second-language literacy depended on each group's cultural tools and ability to use literacy for self-presentation and social representation within the host society.
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