Download or read book Theories of Teacher Mobility written by Rand Corporation and published by . This book was released on 1970 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Theories of Teacher Mobility written by David H. Greenberg and published by . This book was released on 1973 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mobility of teachers among schools, among school districts, and between the school sector and other sectors of the economy can be fully understood only by unraveling a complicated web of social, psychological, economic, and purely random components. Any theory so extravagant as to attempt a complete explanation of teacher mobility would possess a structure as complicated as the phenomena to be understood. However, an extremely simple theory with a parsimonious structure would probably yield an inadequate explanation of teacher mobility. The framework presented aims at a balance between simplicity of structure and power of explanation by bringing to bear the work of economists on human capital, internal labor markets, and Markov models.
Download or read book Theories of Teacher Mobility by David H Greenberg and John McCall written by David H. Greenberg and published by . This book was released on with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Attrition written by David Waltz Grissmer and published by . This book was released on 1987 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report develops a strategy for improving national and state forecasts of future teacher attrition rates. The authors (1) develop a theory of teacher attrition that accounts for the disparate reasons for attrition and explains the patterns of attrition unique to each life cycle and career stage; (2) selectively review existing literature on teacher attrition and present attrition patterns from several states in order to test hypotheses deriving from their theory; (3) review the data available to support improved attrition models and recommend ways to make better use of the data; and (4) identify sampling and data collection strategies that will improve the value of data collected in a future national survey of teachers.
Download or read book Analysis of the Educational Personnel System written by David H. Greenberg and published by . This book was released on 1973 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Foundations of Orientation and Mobility written by William R. Wiener and published by American Foundation for the Blind. This book was released on 2010 with total page 722 pages. Available in PDF, EPUB and Kindle. Book excerpt: Foundations of Orientation and Mobility, the classic professional reference and textbook has been completely revised and expanded to two volumes by the most knowledgeable experts in the field. The new third edition includes both the latest research in O&M and expanded information on practice and teaching strategies. Volume 1, History and Theory, includes the bases of O&M knowledge, including perception, orientation, low vision, audition, kinesiology, psychosocial issues, and learning theories, as well as chapters on technology, dog guides, orientation aids, and environmental accessibility. A section on the profession of O&M includes its international history; administration, assessment and program planning; and a chapter on research in O&M. No O&M student or professional can afford to be without this essential resource.
Download or read book Black Female Teachers written by Abiola Farinde-Wu and published by Emerald Group Publishing. This book was released on 2017-07-26 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important, timely, and provocative book explores the recruitment and retention of Black female teachers in the United States. There are over 3 million public school teachers in the US, African American teachers only comprise approximately 8 percent of the workforce. Contributions consider the implicit nuances that these teachers experience.
Download or read book Foundations of Education History and theory of teaching children and youths with visual impairments written by M. Cay Holbrook and published by American Foundation for the Blind. This book was released on 2000 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Beyond Hope Rhetorics of Mobility Possibility and Literacy written by Patrick W. Berry and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: When writing teachers enter the classroom, they often bring with them a deep faith in the power of literacy to rectify social inequalities and improve their students0́9 social and economic standing. It is this faith0́4this hope for change0́4that draws some writing teachers to locations of social and economic hardship. I am interested in how teachers and theorists construct their own narratives of social mobility, possibility, and literacy. My dissertation analyzes the production and expression of beliefs about literacy in the narratives of a diverse group of writing teachers and theorists, from those beginning their careers to those who are published and widely read. The central questions guiding this study are: How do teachers0́9 and theorists0́9 narratives of becoming literate intersect with literacy theories? and How do such literacy narratives intersect with beliefs in the power of literacy to improve individuals0́9 lives socially, economically, and personally? I contend that the professional literature needs to address more fully how teachers0́9 and theorists0́9 personal histories with literacy shape what they see as possible (and desirable) for students, especially those from marginalized communities. A central focus of the dissertation is on how teachers and theorists attempt to resolve a paradox they are likely to encounter in narratives about literacy. On one hand, they are immersed in a popular culture that cherishes narrative links between literacy and economic advancement (and, further, between such advancement and a 0́−good life0́+). On the other hand, in professional discourse and in teacher preparation courses, they are likely to encounter narratives that complicate an assumed causal relationship between literacy and economic progress. Understanding, through literacy narratives, how teachers and theorists chart a practical path through or around this paradox can be beneficial to literacy education in three ways. First, it can offer direction in professional development and teacher education, addressing how teachers negotiate the boundaries between personal experience, theory, and pedagogy. Second, it can help teachers create spaces wherein students can explore the impact of paradoxical views about the role of literacy on their own lives. Finally, it can offer direction in public policy discourse, extending awareness of what we want0́4and need0́4from English language arts education in the twenty-first century. To explore these issues, I draw on case studies and ethnographic observation as well as narrative inquiry into teachers0́9 and theorists0́9 published literacy narratives. I situate my findings within three interrelated frames: 1) the narratives of new teachers, 2) the published works of literacy educators and theorists, and 3) my own literacy narrative. My first chapter, 0́−Beyond Hope,0́+ explores the tenuous connections between hope and critique in literacy studies and provides a methodological overview of the study. I argue that scholarship must move beyond a singular focus on either hope or critique in order to identify the transformative potential of literacy in particular circumstances. Analyzing literacy narratives provides a way of locating a critically informed sense of possibility. My second chapter, 0́−Making Teachers, Making Literacy,0́+ explores the intersection between teachers0́9 lives and the theories they study, based on qualitative analysis of a preservice course for secondary education English teachers. I examine how these preservice English teachers understood literacy, how their narratives of becoming literate and teaching English connected0́4and did not connect0́4with theoretical and pedagogical positions, and how these stories might inform their future work as practitioners. Centering primarily on preservice teachers who resisted Nancie Atwell0́9s pedagogy of possibility because they found it too good to be true, this research concentrates on moments of disjuncture, as expressed in class discussion and in one-on-one interviews, when literacy theories failed to align with aspiring teachers0́9 understandings of their own experiences and also with what they imagined as possible in disadvantaged educational settings. In my third and fourth chapters, I analyze the narratives of celebrated teachers and theorists who put forth an agenda that emphasizes possibilities through literacy, examining how they negotiate the relationship between their own literacy stories and literacy theories. Specifically, I investigate the narratives of three proponents of critical literacy: Mike Rose, Paulo Freire, and Myles Horton, all highly respected literacy teachers whose working-class backgrounds influenced their commitment to teaching in disenfranchised communities. In chapter 3, 0́−Reading Lives on the Boundary,0́+ I demonstrate how Mike Rose0́9s 1989 autobiographical text, Lives on the Boundary, juxtaposes rhetorics of mobility with critiques of such possibility. Through an analysis of work published in professional journals, I offer a reception history of Rose0́9s narrative, focusing specifically on how teachers have negotiated the tension between hope and critique. I follow this analysis with three case studies, drawn from a larger sampling, that inquire into the personal connections that writing teachers make with Lives on the Boundary. The teachers in this study, who provided written responses and participated in audio-recorded follow-up interviews, were asked to compare Rose0́9s story to their own stories, considering how their personal literacy histories influenced their teaching. My findings illustrate how a group of teachers and theorists have projected their own assessments of what literacy and higher education can and cannot accomplish onto this influential text. In my fourth chapter, 0́−Horton and Freire0́9s Road as Literacy Narrative,0́+ I concentrate on Myles Horton and Paulo Freire0́9s 1990 collaborative spoken book, We Make the Road by Walking. Central to my analysis are the educators0́9 stories about their formative years, including their own primary and secondary education experiences. I argue that We Make the Road by Walking demonstrates how theories of literacy cannot be divorced from personal histories. I begin by examining the spoken book as a literacy narrative that fuses personal and theoretical knowledge, focusing specifically on its authors0́9 ideas on theory. Drawing on Bakhtin0́9s notion of the chronotope0́4the intersection of time and space within narrative0́4I then explore the literacy narratives emerging from the production process of the book, in a video production about Horton and Freire0́9s meeting, and ultimately in the two men0́9s reflections on their childhood years (Dialogic). Interspersed with these accounts is archival material on the book0́9s editorial production that illustrates the value of increased dialogue between personal history and theories of literacy. My fifth chapter is both a reflective analysis and a qualitative study of my work at a men0́9s medium-high security prison in Illinois, where I conducted research and served as the instructor of an upper-level writing course, 0́−Writing for a Change,0́+ in the spring of 2009. Entitled 0́−Doing Time with Literacy Narratives,0́+ this chapter explores the complex ways in which literacy and incarceration are configured in students0́9 narratives as well as my own. With and against students0́9 stories, I juxtapose my own experiences with literacy, particularly in relation to being the son of an imprisoned father. In exploring the intersections between such stories, I demonstrate how literacy narratives can function as a heuristic for exploring beliefs about literacy between teachers and students both inside and outside of the prison-industrial complex. My conclusion pulls together the various themes that emerged in the three frames, from the making of new teachers to the published literacy narratives of teachers and theorists to my own literacy narrative. Writing teachers encounter considerable pressure to align their curricula with one or another theory of literacy, which has the effect of negating the authority of knowledge about literacy gleaned from experience as readers and writers. My dissertation contends that there is much to be gained by finding ways of articulating theories of literacy that encompass teachers0́9 knowledge of reading and writing as expressed in personal narratives of literacy. While powerful cultural rhetorics of upward social mobility often neutralize the critical potential of teachers0́9 own narratives of literacy0́4potential that has been documented by scholars in writing studies and allied disciplines0́4this is not always the case. The chapters in this dissertation offer evidence that hopeful and critical positions on the transformational possibilities of literacy are not mutually exclusive.
Download or read book Teacher Mobility in Michigan written by David H. Greenberg and published by . This book was released on 1974 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Theory of Labor Mobility with Applications to the Teacher Market written by David H. Greenberg and published by . This book was released on 1973 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education and Social Mobility written by Phillip Brown and published by Routledge. This book was released on 2017-10-02 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study of education and social mobility has been a key area of sociological research since the 1950s. The importance of this research derives from the systematic analysis of functionalist theories of industrialism. Functionalist theories assume that the complementary demands of efficiency and justice result in more ‘meritocratic’ societies, characterized by high rates of social mobility. Much of the sociological evidence has cast doubt on this optimistic, if not utopian, claim that reform of the education system could eliminate the influence of class, gender and ethnicity on academic performance and occupational destinations. This book brings together sixteen cutting-edge articles on education and social mobility. It also includes an introductory essay offering a guide to the main issues and controversies addressed by authors from several countries. This comprehensive volume makes an important contribution to our theoretical and empirical understanding of the changing relationship between origins, education and destinations. This timely collection is?also relevant to policy-makers as education and social mobility are firmly back on both national and global political agendas, viewed as key to creating fairer societies and more competitive economies. This book was originally published as a special issue of the British Journal of Sociology of Education.
Download or read book Preparing Teachers for Deeper Learning written by Linda Darling-Hammond and published by Harvard Education Press. This book was released on 2021-02-08 with total page 477 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.
Download or read book The Research of Teacher Mobility in a Legal School for Migrant Children written by Yixin Li and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Research of Teacher Mobility in a Legal School for Migrant Children: a Case Study in Shanghai" by Yixin, Li, 李怡欣, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This study investigated teacher mobility situations in a case study school and the underlying factors influencing mobility intentions. Data was collected and analyzed using a mix-model approach, incorporating both qualitative and quantitative methods. The research participants were primary in-service teachers at the case study school, but not include teachers on loan from public schools and reemployed after retirement. To explain how different factors impact teachers' mobility intentions, the data was interpreted and categorized using Alderfer's ERG theory, which contends that human beings have the need for existence, relatedness, and growth. The results of this study are: (1) Working in the public schools is optimal occupational choice for most teachers because of its overwhelming advantages, such as better salaries and work benefits, job security, and better professional development opportunities, which can satisfy teachers' needs for existence, relatedness and growth all at one and to a high degree. (2) Teachers' mobility intention is the result of comparison between the present job and the potential jobs provided by other schools and other industries based on their different degrees of demand. (3) Many of the factors that influence teachers' mobility intentions are under the school's control, which enable schools to take an active role in stabilizing teachers' mobility intentions. (4) Teachers' mobility behavior is determined not only by mobility intention but also by mobility competence. Hence, it is better for school to make appropriate decisions and actions within school's capacity to teachers' mobility behaviors based on fully understanding their needs, their mobility intentions and their mobility competence. DOI: 10.5353/th_b5396479 Subjects: Teacher mobility - China - Shanghai
Download or read book Spatial Theories of Education written by Kalervo N. Gulson and published by Routledge. This book was released on 2007-11-21 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection of original work, within the sociology of education, draws on the 'spatial turn' in contemporary social theory. The premise of this book is that drawing on theories of space allows for a more sophisticated understanding of the competing rationalities underlying educational policy change, social inequality and cultural practices. The contributors work a spatial dimension into the consideration of educational phenomena and illustrate its explanatory potential in a range of domains: urban renewal, globalisation, race, markets and school choice, suburbanisation, regional and rural settings, and youth and student culture.
Download or read book Mobile Teachers Teacher Identity and International Schooling written by Ruth Arber and published by Springer. This book was released on 2015-01-19 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Mobile Teachers, Teacher Identity and International Schooling focuses on the increased mobility of teachers and curriculum and what it means for the expansion of international schooling. In the early 21st century, educational institutions have been transformed by technological innovation and global interconnectivity. The demographic, ideological, economic and cultural flows that integrate local and global interconnections have consequences for the ways in which educational policy, theories and practice can be understood and take place locally. The everyday lives of practitioners, parents and students; the institutions in which they are educated and work; and the sociocultural and ideological contexts in which they work, are all consequently changing. The manifestation of these changes – as evident in the work and lives of teachers within specific cultural contexts and education systems; in their implications for educational theory and methodology; and their consequences for policy, programs, practice and research in education – are the focus of this book. This book explores the mobility of curriculum, pedagogies, ideas and people that represent and mediate the impact of Global uneven flows and movements through, in, and for school education, and the concepts and practices which frame that transformation. The particular focus of the book is on how these flows inform the ways individuals negotiate their identities, cultures and languages in different national and educational contexts. Education systems and the educational experiences offered by schools are being reconfigured due to multiple pressures. What do these moves to mobilise and to work transnationally mean in terms of educational provision, possibilities and practice?"
