This chapter is a qualitative meta-analysis that discusses the growing trend of teacher attrition in Title I schools. Recent literature on teacher attrition was reviewed and analyzed in combination with literacy theories. This study describes teaching as a form of literacy that the teacher must learn and is based primarily on Gee’s (1989) ideas of discourse acquisition, Freire’s (1993) Pedagogy of the Oppressed, and Delpit’s (1995) The Politics of Teaching a Literate Discourse. The researchers explain, through the lens of literacy theories, how viewing teaching as a form of literacy can help us to understand the problem of attrition. Analyzing the problems faced by these teachers through these theories can provide individuals in the field of education with the means for understanding the challenges that often prevent well-meaning and talented teachers from becoming successful in the high-poverty setting. This study has the potential to bring to light the problem of teacher attrition in Title I schools throughout the nation and promote improvements in teacher education to better prepare upcoming teachers for the challenges that they will face in the Title I school.
Designing a Valid and Reliable Instrument to Measure Teachers' Use and Perceptions of Initiatives that Address the Low Socioeconomic Achievement Gap in West Virginia Title I Schools
