Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools

Whipp, Joan; Geronime, Lara

doi:10.1177/0042085915574531

Cited by 44 publications

(31 citation statements)

References 67 publications

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“…In addition to student outcomes, a major concern of schools is teacher retention (Whipp and Geronime, 2017), and linking green schoolyards to teacher-related outcomes may be particularly compelling when making the case for green schoolyards with school districts. Teacher attributes (e.g., high training levels) consistently represent one of the most powerful predictors of student success (Quin, 2017), and schools rightly want to support teachers.…”

Section: Teacher Retention and Satisfactionmentioning

confidence: 99%

A national research agenda supporting green schoolyard development and equitable access to nature

Stevenson

Moore

Cosco

et al. 2020

Elementa: Science of the Anthropocene

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The benefits of nature are increasingly well-documented and diverse, but they are inequitably distributed. A large and growing body of literature including observational, experimental, and epidemiological studies support a myriad of benefits of access to nature. Exposure to green settings, including urban green spaces, is associated with positive outcomes related to physical health, ranging from cardiovascular health (Duncan et al., 2014) to pregnancy and birth outcomes (Dadvand et al., 2014). Mental health benefits are also diverse, including recovery from stress (Li and Sullivan, 2016), reduced depression (South et al., 2018), restoration of attention (Joye and Dewitte, 2018), and calming our need to scan for threats (Browning and Alvarez, 2019). Community-level benefits of increased exposure to green spaces include increased community cohesion (Peters et al., 2010) and lower crime levels (Wolfe and Mennis, 2012). In addition, green settings are associated with higher academic achievement (e.g., higher scores on standard tests of attention: Kuo, Browning, and Penner, 2018); and pro-environmental behaviors (Stevenson et al., 2013; Chawla, 2015). However, it is also well documented that access to nature is not equitable. Increasingly, access to nature is a privilege, with low-income communities and communities of color being underrepresented in the use of outdoor spaces (Wen et al., 2013) and having fewer opportunities to engage with nature than their wealthier or white counterparts (Rigolon, 2016). In addition, children in low-income communities may benefit from time in nature to a greater degree than their higher income peers (i.e., the equigenic effect: Mitchell et al., 2015). In short, nature is less accessible to those who would benefit from it most and thus not equitable. Green schoolyards are "school grounds where natural elements are present and abundant" (Children & Nature Network, 2016a: 4). They may include playground equipment, sports facilities, community gathering spaces, accessible pathways, outdoor classrooms, storage, storm water capture elements, nature play settings, trails, etc. Most critically, they include native vegetation (trees, shrubs, grassland, flowers, etc.), pollinator and/or edible fruit and vegetable gardens, associated animal life, and other natural

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Section: Teacher Retention and Satisfactionmentioning

confidence: 99%

A national research agenda supporting green schoolyard development and equitable access to nature

Stevenson

Moore

Cosco

et al. 2020

Elementa: Science of the Anthropocene

View full text Add to dashboard Cite

show abstract

“…Similarly, Day et al () describe low levels of commitment as a cause of teacher turnover. Their ideas are supported by other researchers who describe how teacher retention and commitment to the profession are integrally related (e.g., Firestone, ; Whipp & Geronime, ).…”

Section: Theoretical Frameworkmentioning

confidence: 73%

Filling positions or forging new pathways? Scholarship incentives, commitment, and retention of STEM teachers in high‐need schools

2019

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In recent years, there have been programs aimed at increasing the number of science and math teachers in high-need areas by offering scholarships to candidates in exchange for their agreement to teach in a high-need school for a period of time. However, there has been concern that recipients might fulfill the terms of their agreement, then leave for other jobs. This qualitative study of four science and math teachers who received Noyce scholarships examines whether commitment is stable or variable over time, and the impact of structural factors and supports on commitment, professional identity, and retention. Results suggest that while some aspects of commitment demonstrate stability, other aspects may change due to factors including the types of professional identities that are prioritized by teachers, and recognition and support of these identities in work settings.In this study, the teachers who emphasized student-and pedagogical-centered identities, rather than subject-centered identities, were more likely to stay in their positions, provided that these identities were supported through school structures and positive interactions with colleagues, supervisors, and students. Results suggest that scholarship programs may be useful not only for supporting teachers who have already expressed commitment to science and math teaching in highneed schools, but also for encouraging new commitments.

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“…Knowing about local community-based resources could have the potential to contribute to new teachers' ability to draw upon the affordances of the settings in their classroom teaching-the funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992)-as well as to integrate and connect to potentially important community resources that may be familiar to students and families. In addition, given that recent research in New York City finds that teachers not only choose to teach in locations that are similar to their childhood homes, but also that teachers prefer to teach in neighborhoods that have important resources and benefits such as libraries, grocery stores, and other conveniences (Boyd, Lankford, Loeb, Ronfeldt, & Wyckoff, 2010;Boyd, Lankford, Loeb, & Wyckoff, 2005), it seemed important to us that helping new teachers identify key sources of support, and resources related to their work could be equally important to their persistence in such settings (Whipp & Geronime, 2015).…”

Section: Community Contextmentioning

confidence: 99%

“Context-Specific” Teacher Preparation for New York City

Hammerness

Craig²

2016

Urban Education

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In this article, we examine a residency program that was developed to prepare teachers specifically for New York City schools-the Bard College Master of Arts in Teaching Urban Teacher Residency program. This focused preparation on the particular urban context of New York City provides us with a unique opportunity to examine the nature of preparation-how such targeted preparation is conceptualized and organized, what it offers, and what might be missing and need to be strengthened. We also describe the development of a yearlong course aimed at preparing teachers for New York, which emerged from this study.

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Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools

Cited by 44 publications

References 67 publications

A national research agenda supporting green schoolyard development and equitable access to nature

A national research agenda supporting green schoolyard development and equitable access to nature

Filling positions or forging new pathways? Scholarship incentives, commitment, and retention of STEM teachers in high‐need schools

“Context-Specific” Teacher Preparation for New York City

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