Tom O'Donoghue, Come Follow Me and Forsake Temptation: Catholic Schooling and the Recruitment and Retention of Teachers for Religious Teaching Orders, 1922–1965. New York: Peter Lang, 2004. 224 pp. $71.95

2009 ◽  
Vol 49 (1) ◽  
pp. 133-136
Author(s):  
Ann Marie Ryan
Keyword(s):  
New York ◽  
Recruitment And Retention ◽  
Religious Teaching ◽  
Retention Of Teachers ◽  
Catholic Schooling

scholarly journals Recruitment and Retention Techniques for Developing Faith-Based Research Partnerships, New York City, 2009–2012

2013 ◽  
Vol 10 ◽  
Author(s):  
Jessica M. Hippolyte ◽  
Erica G. Phillips-Caesar ◽  
Ginger J. Winston ◽  
Mary E. Charlson ◽  
Janey C. Peterson
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Research Partnerships ◽  
Recruitment And Retention ◽  
Faith Based

Recruitment and retention: 12 solutions

SecEd ◽  
2020 ◽  
Vol 2020 (3) ◽  
pp. 17-23
Author(s):  
Matt Bromley
Keyword(s):  
Best Practice ◽  
Recruitment And Retention ◽  
Retention Of Teachers

Schools are facing significant and well-documented challenges to the recruitment and retention of teachers. In this Best Practice Focus, Matt Bromley draws upon the range of research to offer schools 12 practical solutions…

Nontraditional Recruits to Mathematics and Science Teaching

1989 ◽  
Vol 11 (3) ◽  
pp. 301-323 ◽  
Author(s):  
Sheila Nataraj Kirby ◽  
Linda Darling-Hammond ◽  
Lisa Hudson
Keyword(s):  
Teacher Preparation ◽  
Science Teaching ◽  
College Graduates ◽  
Training Programs ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Recruitment And Retention ◽  
Retention Of Teachers ◽  
Nontraditional Teacher ◽  
Mathematics And Science

This paper focuses on nontraditional training programs that train recruits for mathematics and science teaching. These recruits include recent college graduates with degrees in mathematics or science, individuals in science-related fields who are retiring or who want to make a midcareer switch to teaching, and teachers who initially prepared to teach in areas other than mathematics or science. We find that not all programs are equally effective and that the quality and intensity of preparation make a difference in how well prepared recruits feel to teach. Our study also indicates that, for all their promise, nontraditional teacher preparation programs cannot fully overcome other attributes of teaching that make recruitment and retention of teachers difficult.

Exploring Nontraditional Pathways Into Hunting in New York State: Implications for Recruitment and Retention

2017 ◽  
Vol 22 (5) ◽  
pp. 391-405 ◽  
Author(s):  
Michael R. Quartuch ◽  
Richard C. Stedman ◽  
Daniel J. Decker ◽  
Lincoln R. Larson ◽  
William F. Siemer ◽  
...  
Keyword(s):  
New York ◽  
New York State ◽  
York State ◽  
Recruitment And Retention

Recruitment and retention of dietitians in New York City

1991 ◽  
Vol 6 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Sharron Dalton ◽  
Judith A. Gilbride ◽  
Elisabeth Luder
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Recruitment And Retention

Reclaiming the Sinsinawa Dominicans’ Legacy of Catholic Progressive Education

2020 ◽  
pp. 65-98
Author(s):  
Ellen Skerrett ◽  
Janet Welsh
Keyword(s):  
New York ◽  
Catholic Education ◽  
Vatican Ii ◽  
Progressive Education ◽  
The United States ◽  
Corpus Christi ◽  
American Citizenship ◽  
Child Centered ◽  
Dominican Sisters ◽  
Catholic Schooling

Contrary to widely held conceptions of Catholic schooling as “parochial,” in the 1890s the Dominican Sisters based in Sinsinawa, Wisconsin, created and implemented progressive ideas of education in their grammar schools and academies in the United States. By the 1930s their curriculum in Corpus Christi School in New York City received national recognition. Sr. Joan Smith, OP, and Sister Mary Nona McGreal, OP, expanded the Dominicans’ child-centered philosophy in their curriculum for Guiding Growth in Christian Social Living, a pioneering project of the Catholic University’s Commission on American Citizenship. The Dominicans’ educational ideas, regarded as “a milestone in U.S. Catholic education,” influenced hundreds of thousands of school children who came of age before Vatican II.

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