Teacher Migration: Extension and Application of the Population Ecology Model to Explore Teacher Transfers in a Reform Environment

2016 ◽  
Vol 49 (5) ◽  
pp. 459-485
Author(s):  
Craig Hochbein ◽  
Bradley Carpenter
Keyword(s):  
School District ◽  
School Improvement ◽  
Title I ◽  
Population Ecology ◽  
Teacher Selection ◽  
Replacement Policy ◽  
School Improvement Grant ◽  
Title I School ◽  
Teacher Migration ◽  
And Migration

This article assesses the association between the Title I School Improvement Grant (SIG) program’s personnel replacement policy and teacher employment patterns within an urban school district. Hannan and Freeman’s population ecology model allowed the authors to consider schools within districts as individual organizations nested within a larger organization. The data are drawn from employment records of 2,470 teachers who worked in 19 high schools in a single school district from 2006 to 2011. The personnel replacement policy of the Title I SIG program appears to have reinforced, and in some cases intensified, existing patterns of teacher selection, retention, and migration.

scholarly journals Montessori Education and a Neighborhood School

2020 ◽  
Vol 6 (1) ◽  
pp. 1-18
Author(s):  
Mary D Burbank ◽  
Melissa M. Goldsmith ◽  
Jennifer Spikner ◽  
Koeun Park
Keyword(s):  
Early Childhood ◽  
Title I ◽  
Educational Experiences ◽  
Title I School ◽  
Underserved Students ◽  
Montessori Education ◽  
Neighborhood School ◽  
Grade 3 ◽  
Project Data ◽  
The Impact

Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.

Funding Structures and State Capacity for School Improvement under the Every Student Succeeds Act: Case Studies of Five States

2021 ◽  
pp. e20210005
Author(s):  
Hailey Karcher ◽  
David S. Knight
Keyword(s):  
New York ◽  
School Districts ◽  
School Improvement ◽  
Title I ◽  
Local Autonomy ◽  
For Profit ◽  
Improvement Strategies ◽  
K 12 ◽  
Every Student Succeeds Act

Under the Every Student Succeeds Act, the federal government allocates 7% of Title I funds, about $1 billion per year, for school improvement. States have substantial autonomy in allocating these funds, including which schools are identified for federal school improvement, what improvement strategies are used, and whether external intermediaries are involved. A growing area of research explores the private, often for-profit school improvement industry, but few studies track the finance and policy structures that funnel public funds to external K–12 intermediaries. In this study, we draw on document analysis and interview data to explore school improvement practices and finance policies in five case study states. We find that states use varied methods for identifying schools for improvement, and also vary in the extent to which they provide local autonomy to school districts. Some states, such as Texas and Tennessee, incentivize schools to adopt particular strategies or encourage partnering with an external intermediary. Texas provides a list of vetted external intermediaries they expect districts to work with (and support financially). Other states, such as California and New York, provide more state-led school improvement strategies through regional offices and give districts greater local autonomy. Findings point to possible benefits of local autonomy, while highlighting potential challenges associated with unregulated market-based reforms in education.

Teaching as Literacy

2013 ◽  
pp. 118-133
Author(s):  
Krista Steinke ◽  
Valerie C. Bryan
Keyword(s):  
Teacher Education ◽  
Title I ◽  
Teacher Attrition ◽  
Recent Literature ◽  
Meta Analysis ◽  
Title I Schools ◽  
High Poverty ◽  
Title I School ◽  
Pedagogy Of The Oppressed

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.

scholarly journals Teachers’ Beliefs about Poverty and the Impact on Learning Disabilities Identification in a Poor, Rural School District

2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Renee Chandler
Keyword(s):  
School District ◽  
School Improvement ◽  
Rural School ◽  
Rural Setting ◽  
High Poverty ◽  
Rural School District ◽  
Discrepancy Model ◽  
Teachers Beliefs ◽  
The Impact

This qualitative case study examined a rural school district where many of the students live in poverty. The purpose of the study was to develop a deeper understanding of the learning disability (LD) identification process as implemented in a high-poverty rural setting. Analysis of the data revealed the prevalence of some stereotypical beliefs regarding poverty. In addition, the findings revealed use of a traditional, Intelligence Quotient (IQ)-Achievement discrepancy model rather than Response to Intervention (RTI). Furthermore, participants conveyed that their deliberations do not typically include the legally required consideration that other factors (such as poverty) may be the primary reason that the student is struggling. Recommendations include providing educational activities to challenge stereotypical beliefs about people living in poverty, considering socioeconomic reform in discussions about school improvement, supporting teachers in their efforts to meet the needs of all students in their classrooms, and implementing assessment methods designed to help students receive the assistance needed as early as possible.  

An Exploratory Study to Assess School Principals’ Knowledge of Child Welfare Policies

2020 ◽  
pp. 105268462097206
Author(s):  
Jeffrey McCabe
Keyword(s):  
School District ◽  
Title I ◽  
Exploratory Study ◽  
School Principals ◽  
Welfare Policies ◽  
District Policy ◽  
Investigative Interviews ◽  
School Based ◽  
Abuse And Neglect ◽  
Survey Results

Because schools are a customary location to conduct child abuse and neglect investigative interviews, this study examines survey results from 109 principals in Tennessee to determine if the Title I status of a school or years of experience as a principal predict awareness of DCS interview policies and an ability to accurately interpret policies related to school-based interviews. A statistically significant relationship was found between the Title I status of a school and principals’ awareness of interview policies. Not all school principals in Tennessee were aware of or could accurately interpret policies for conducting interviews. This study identified principals being more aware of school district issued policies than state-issued policies, and that including the DCS policy as part of school-district policy may increase awareness.

Teacher Selection: School Principal Hiring Practices, Level of Training, and Confidence

2019 ◽  
Vol 7 (2) ◽  
pp. 106
Author(s):  
Laurie A. Kimbrel
Keyword(s):  
School Improvement ◽  
Personnel Selection ◽  
Teacher Selection ◽  
The United States ◽  
School Principal ◽  
Screening Tools ◽  
Primary Teacher ◽  
Structured Interviews ◽  
Quality Teachers ◽  
High Quality

Student success is dependent on teacher quality; therefore, principals must hire the most effective teachers in order to ensure continuous school improvement. This study investigated teacher hiring processes to determine the extent to which principals use research-based practices that are most likely to identify high-quality teachers. This study also sought information about the type of personnel selection training principals receive and confidence of the principal in their ability to hire high-quality teachers. Data were gathered using a survey e-mailed to principals in ten states in the southern and western regions of the United States. Analysis indicated that principals favor traditional interviews as the primary teacher selection instrument and are unlikely to utilize predictive screening tools or research-based structured interviews. In most cases, principals do not make final hiring decisions based on measurable data or research-based qualities known to be predictive of high teacher performance. Most principals reported minimal teacher selection training through one-time workshops and graduate courses and yet possess a high degree of confidence in their skill to hire the best teachers.

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