Patterns of Teacher Attrition by Preparation Pathway and Initial School Type
Guthery, S., & Bailes, L. P. (2022). Patterns of teacher attrition by preparation pathway and initial school type. Educational Policy, 36(2), 223–246. https://doi.org/10.1177/0895904819874754
Problem Statement
Costs of the "Revolving Door"
Effects of Inequitable Distribution
Creates more demand in labor market.
Purpose of the Study
Non-white students have less access to highly qualified teacher
Teacher Sorting
Teacher Turnover
The purpose of the study was to examine the retention rates of new teachers in traditional and nontraditional prepration programs.
Turnover costs $7 Billion a year
New teachers are less effective and more likely to leave
Students experience achievement loss.
Poor students are more affected by attrition
Higher turnover with alternative certified teachersand within charter schools
Theoretical Framework
Stressful environment impacts new teacher more
Potential Outlet for Research
The research has implications for non-traditional preparation programs, charter schools, and departments of education who are considering alternative certification to meet the teaching shortage crisis.
Scholarly Practitioner Reflection
From your engagement with this activity, compose a thoughtful reflection (1-2 paragraphs) using the following guiding questions:
- What strategies did you use to identify the main ideas the author used to guide their conceptual framework?
- How did this activity help you see how scholars use literature to guide an empirical research study?
- Wearing an “emerging scholarly practitioner hat,” how did this activity help you understand the processes or purposes of educational research to name, frame, and/or solve complex problems of practice?
I looked for connections between the variables to identify the main ideas and attempted to visualize a cause-and-effect relationship. Since the purpose of the study was to examine retention rates, I reviewed the literature to see how each variable was caused or affected by retention. Knowing that the authors were most likely looking for these connections helped me through this process. This activity helped me because I am learning how different authors present evidence to support their empirical research. For example, I noted how the authors flowed from one topic to another in this study. They gathered enough evidence to substantiate their claims in each paragraph's topic sentence and used multiple sources to do just that. When I put on my "emerging scholarly practitioner hat," I can see again how an author frames their work around the problem. I put the purpose in the center of my map because I fit the puzzle pieces of the conceptual framework around this focus. The problem went to the top because that is where the work began. The theoretical framework went to the bottom because the research is grounded (from prior studies). In this sense, I could see the research framing the issue.
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Tiara Mensinger
Created on September 29, 2022
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Transcript
Patterns of Teacher Attrition by Preparation Pathway and Initial School Type
Guthery, S., & Bailes, L. P. (2022). Patterns of teacher attrition by preparation pathway and initial school type. Educational Policy, 36(2), 223–246. https://doi.org/10.1177/0895904819874754
Problem Statement
Costs of the "Revolving Door"
Effects of Inequitable Distribution
Creates more demand in labor market.
Purpose of the Study
Non-white students have less access to highly qualified teacher
Teacher Sorting
Teacher Turnover
The purpose of the study was to examine the retention rates of new teachers in traditional and nontraditional prepration programs.
Turnover costs $7 Billion a year
New teachers are less effective and more likely to leave
Students experience achievement loss.
Poor students are more affected by attrition
Higher turnover with alternative certified teachersand within charter schools
Theoretical Framework
Stressful environment impacts new teacher more
Potential Outlet for Research
The research has implications for non-traditional preparation programs, charter schools, and departments of education who are considering alternative certification to meet the teaching shortage crisis.
Scholarly Practitioner Reflection
From your engagement with this activity, compose a thoughtful reflection (1-2 paragraphs) using the following guiding questions:
I looked for connections between the variables to identify the main ideas and attempted to visualize a cause-and-effect relationship. Since the purpose of the study was to examine retention rates, I reviewed the literature to see how each variable was caused or affected by retention. Knowing that the authors were most likely looking for these connections helped me through this process. This activity helped me because I am learning how different authors present evidence to support their empirical research. For example, I noted how the authors flowed from one topic to another in this study. They gathered enough evidence to substantiate their claims in each paragraph's topic sentence and used multiple sources to do just that. When I put on my "emerging scholarly practitioner hat," I can see again how an author frames their work around the problem. I put the purpose in the center of my map because I fit the puzzle pieces of the conceptual framework around this focus. The problem went to the top because that is where the work began. The theoretical framework went to the bottom because the research is grounded (from prior studies). In this sense, I could see the research framing the issue.