A Study of Highly Qualified Science Teachers' Career Trajectory in the Deep, Rural South: Examining a Link Between Deprofessionalization and Teacher Dissatisfaction

Hodges, Georgia W.; Tippins, Deborah J.; Oliver, J. Steve

doi:10.1111/ssm.12026

Cited by 9 publications

(12 citation statements)

References 22 publications

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“…In particular, an important element of ensuring the quality of higher education is the motivation of scientific and scientific-pedagogical workers (S&SPW) [5]. Important factors that affect the motivation and, accordingly, the turnover of S&SPW are also the social significance of scientific and pedagogical activities (S&PA) [6] and satisfaction with their work [7].…”

Section: Introductionmentioning

confidence: 99%

Improving the methodological approach to determining the number of postpostgraduates planned for admission

Maistrenko

Artamoshchenko

Petushkov

et al. 2022

EEJET

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The process of managing a higher institution in determining the number of postgraduates who are planned for admission is the object of this study. The problem that was addressed is the inability to reasonably predict the need for the number of postgraduates to offset the negative consequences of staff turnover in a higher education institution. An improved method of forecasting the trend of the time series of indicators that form the need for specialists of higher qualification has been proposed. Special feature of the proposed method is the ability to reasonably determine the number of full-time positions of higher qualification specialists; those dismissed; postgraduates who successfully defended their thesis over a certain period. Due to this feature of this method, it is possible to form reasonable initial data for predicting the negative consequences of staff turnover in a higher education institution. The scope of practical use of this method for determining the projected indicators is the stage of planning the educational process in a higher education institution. A comprehensive methodology for determining the number of postgraduates who are planned for admission to postgraduate studies in specialties is proposed. Applying the suggested procedure can make it possible to obtain the projected data with sufficient accuracy and prevent excessive recruitment, or under-recruitment of postgraduates, which will affect the expenditure of finances and the quality of higher education organization. The projected inaccuracy of the existing approach to determining the number of postgraduates compared to the proposed one is about 35 %. The peculiarity of the methodology is the ability to justify the number of postgraduates that need to be recruited to graduate school, taking into consideration regional and sectoral contexts. Additionally, a special feature of this procedure is its versatility for any specialty and any institution of higher education. The scope and conditions for the practical use of this set of techniques for determining the projected indicators is the process of managing a higher education institution when determining the need for postgraduates

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Section: Introductionmentioning

confidence: 99%

Improving the methodological approach to determining the number of postpostgraduates planned for admission

Maistrenko

Artamoshchenko

Petushkov

et al. 2022

EEJET

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“…This examination focuses in particular on the science teachers, whose form of expertize is typically under‐recognized in public discourse. Highly qualified science teachers can feel that their professional knowledge and expertize is undervalued and deprofessionalized in the eyes of administrators and school systems (Hodges, Tippins, & Oliver, ).…”

Section: Introductionmentioning

confidence: 99%

“We're taking their brilliant minds”: Science teacher expertize, meta‐discourse, and the challenges of teacher–scientist collaboration

Shanahan

Bechtel

2019

Science Education

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Programs that bring teachers and scientists together have continued to achieve attention as important potential contributions to science education. Often, however, those programs place teachers in the position of learner or apprentice to the scientists. This study examines a teacher-scientist partnership program (two project sites, two teachers and one scientist at each) that explicitly sought to challenge that model, bringing science teachers into science labs to share their expertize in a collaborative project. Using a framework that probes both the actors' and analysts' perspectives on expertize, this study examines whether the promise of the program's goal for mutual learning through collaboration can be met. Analysis of interviews and collaborative products focused on evidence of contributory and interactional expertize to understand if the project was able to bring together a group that was likely to be able to collaborate successfully.Metadiscourse was then probed to gain a deeper understanding of the ways in which they spoke of the expertize of their collaborators. Findings suggest that creating collaborative teams with ideal expertize matches is challenging and that collaborative efforts are complicated by the historic status of scientific and teaching expertizes especially in relation to outreach or knowledge translation projects.

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“…Fortunately, however, the school system has recently invested heavily in the much-needed renovation of each chemistry lab in the system. Also, because rural schools are often isolated and have low population numbers, there are limitations to hiring adequate numbers of science teachers who can provide advanced-level science classes ( 4 ). Teachers become discouraged as their jobs become dependent on state test scores in the basic courses that are filled to capacity with students distracted by their many socioeconomic woes.…”

Section: Introductionmentioning

confidence: 99%

Engaging Rural Appalachian High School Girls in College Science Laboratories to Foster STEM-Related Career Interest

Kelly

2016

J Microbiol Biol Educ.

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Setting students on a path to success in careers in science is a challenge in poor rural Appalachian public schools. Students face many socioeconomic obstacles. Their teachers are also limited by many factors including inadequate facilities, under-funding, geographical isolation of the schools, and state-testing constraints. Additionally, students and teachers lack the availability of outside science educational opportunities. In an effort to address this situation, 24 academically strong high school junior girls and their teachers from the Carter County School System in rural east Tennessee were invited for a laboratory day at Milligan College, a small liberal arts college in the heart of the county. Science faculty, female science majors, and admissions staff volunteered in service to the project. The event included three laboratory sessions, lunch in the college cafeteria, and campus tours. This successful example, as evidenced by positive evaluations by the invited girls and their teachers, of educational outreach by a local, small liberal arts college to a rural county school system provides a model for establishing a relationship between higher education institutions and these underprivileged schools, with the intention of drawing more of these poor, rural Appalachian students, particularly girls, into a science, technology, engineering, and mathematics (STEM) career path. Journal of Microbiology & Biology Education

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A Study of Highly Qualified Science Teachers' Career Trajectory in the Deep, Rural South: Examining a Link Between Deprofessionalization and Teacher Dissatisfaction

Cited by 9 publications

References 22 publications

Improving the methodological approach to determining the number of postpostgraduates planned for admission

Improving the methodological approach to determining the number of postpostgraduates planned for admission

“We're taking their brilliant minds”: Science teacher expertize, meta‐discourse, and the challenges of teacher–scientist collaboration

Engaging Rural Appalachian High School Girls in College Science Laboratories to Foster STEM-Related Career Interest

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