The Draw of Home: How Teachers' Preferences for Proximity Disadvantage Urban Schools

Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James

doi:10.3386/w9953

Cited by 193 publications

(312 citation statements)

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“…Individual characteristics, including demographic factors like age, race, socioeconomic status, marital status, geography, and number of children as well as the personal factors of education level, academic ability, and individual characteristics, have been shown to matter for teacher retention (Boe, Bobbitt, Cook, Whitener, & Weber, 1997;Boyd, Lankford, Loeb, & Wyckoff, 2005;Dworkin, 1980;Heyns, 1988;Vance & Schlechty, 1982). Likewise, contextual characteristics like salary; school factors including facilities, size, support, leadership, and culture; the population; discipline; and motivation of the student body also make a difference for teachers' career plans (Bobbitt, Faupel, & Burns, 1991;Bridge, Cunningham, & Forsbach, 1978;Buckley, Schneider, & Shang, 2005;Haberman & Rickards, 1990;Murnane & Olsen, 1990;Theobald, 1990).…”

Section: Introductionmentioning

confidence: 99%

Finding their way on: Career decision‐making processes of urban science teachers

Rinke

2009

Science Education

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This article reports on a research study investigating the career decisionmaking processes of urban science teachers as one element central to understanding the high rates of attrition in the field. Using a longitudinal, prospective, context-and subjectspecific approach, this study followed the career decisions of case study teachers over a period of 12 months. All eight of the case study teachers envisioned themselves eventually moving out of classroom teaching positions. Each used an ongoing and active process of decision making to evaluate their professional direction and sought confirmation of their contribution to the field before moving into new roles and responsibilities. This article describes the experiences of several teachers who exemplify these decision-making processes. These cases suggest potential benefits for differentiated roles, professional mentoring, and recognition and feedback from professional communities.

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Section: Introductionmentioning

confidence: 99%

Finding their way on: Career decision‐making processes of urban science teachers

Rinke

2009

Science Education

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“…A number of studies have shown that those entering teaching tend to prefer to teach in schools like those they themselves attended and, hence, seek teaching jobs close to home (e.g., Boyd et al, 2005;Loeb & Reininger, 2004 (Barnes, 2006). In short, the degree to which the teacher labor market is local, regional, or national varies.…”

Section: Local and National Labor Marketsmentioning

confidence: 99%

The mathematics and science teacher shortage: Fact and myth

Ingersoll¹,

Perda²

2009

PsycEXTRA Dataset

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Contemporary educational thought holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers, especially in fields such as mathematics and science. Shortages of teachers, it is commonly believed, are at the root of these staffing problems, and these shortfalls are, in turn, primarily due to recent increases in teacher retirements and student enrollments.The objective of this study is to empirically reexamine the issue of mathematics and science teacher shortages and to evaluate the extent to which there is a supply-side deficit-a shortage-of new teachers in these particular fields. The data utilized in this investigation are from three sources-the Schools and Staffing Survey and its supplement, the Teacher Follow-Up Survey; the Integrated Postsecondary Educational Data System; and the Baccalaureate and Beyond Survey, all conducted by the National Center for Education Statistics.The data show that there are indeed widespread school staffing problems-that is, many schools experience difficulties filling their classrooms with qualified candidates, especially in the fields of math and science. But, contrary to conventional wisdom, the data also show that these school staffing problems are not solely, or even primarily, due to shortages in the sense that too few new mathematics and science teachers are produced each year. The data document that the new supply of mathematics and science teachers is more than sufficient to cover the losses of teachers due to retirement. For instance, in 2000 there were over two and half teachers in the new supply of math teachers for every one math teacher who retired that year. However, when preretirement teacher turnover is factored in, there is a much tighter balance between the new supply of mathematics and science teachers and losses. The data also shows that turnover varies greatly between different types of schools and these differences are tied to the characteristics and conditions of those schools. While it is true that teacher retirements are increasing, the overall volume of turnover accounted for by retirement is relatively minor when compared with that resulting from other causes, such as teacher job dissatisfaction and teachers seeking to pursue better jobs or other careers. Disciplines Educational Administration and Supervision | Science and Mathematics Education | Teacher Education and Professional Development CommentsView on the CPRE website. AbstractContemporary educational thought holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers, especially in fields such as mathematics and science. Shortages of teachers, it is commonly believed, are at the root of these staffing problems, and these shortfalls are, in turn, primarily due to recent increases in teacher retirements and student enrollments.The objective of this study is to empirically reexamine the issue of mathemati...

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“…En effet, certaines études avancent que les écoles comprenant une grande proportion d'élèves de faibles niveaux scolaire et socioéconomique sont plus en proie au décrochage (Boyd et al 2005;Haycock 2000;Loeb et al 2005). Le placement des nouveaux enseignants paraît d'autant plus important que ces derniers se sentent généralement isolés lors de leur insertion professionnelle (Gonzales 1995;Schlagal et al 1996).…”

Section: Facteurs De Décrochage Liés à L'environnement Socialunclassified

Le décrochage enseignant : état des connaissances

2013

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Résumé Alors qu'un certain nombre de pays s'inquiètent du manque d'enseignants, la question se pose de savoir pourquoi ils sont si nombreux à quitter la profession. Cette revue de la littérature, fondée sur l'analyse de 69 articles scientifiques (comportant soit des données empiriques, soit des analyses théoriques rigoureuses), vise précisément à proposer des éléments de réponse à cette question en identifiant les facteurs pouvant intervenir dans le décrochage enseignant. Les facteurs recensés sont répartis en trois catégories (facteurs liés à la tâche enseignante, à la personne enseignante ou à l'environnement social), puis examinés dans la conclusion.Mots-clés Enseignants Á Facteurs Á Décrochage Á Revue de la littérature Abstract Teacher attrition: state of knowledge -At a time when a number of countries are concerned about teacher shortages, the question arises why so many teachers are leaving the profession. This review of the literature, based on the analysis of 69 scientific papers (containing either empirical data or rigorous theoretical analysis) specifically aims to provide answers to this question by identifying the factors involved in teacher attrition. The listed factors are divided into three

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The Draw of Home: How Teachers' Preferences for Proximity Disadvantage Urban Schools

Cited by 193 publications

References 4 publications

Finding their way on: Career decision‐making processes of urban science teachers

Finding their way on: Career decision‐making processes of urban science teachers

The mathematics and science teacher shortage: Fact and myth

Le décrochage enseignant : état des connaissances

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