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Aubrey Scheopner Torres 《Journal of Educational Change》2012,13(1):117-154
High teacher attrition rates hinder schools in their ability to provide quality instruction. This study seeks to understand
why teachers leave early in their careers (within the first 5 years) using a mixed methods approach that combined 50 in-depth
interviews with 15 public and 10 Catholic school teachers in the United States who left early with statistical analyses of
public and Catholic school early leavers’ responses in the national Schools and Staffing and Teacher Follow-up surveys. This
study argues that to understand why teachers leave early requires examining teachers’ entire experiences throughout their
short time in the profession. A framework informed by sociocultural and commitment theories was developed through systematic
analysis of the interview and survey data providing a complex approach for examining the phenomenon of early leaving. Findings
suggest that teachers’ career decisions were influenced by the unique public and Catholic school cultures, as well as their
commitment to teaching, their teaching experiences, and their beliefs and values. Differences between public and Catholic
early leaver experiences are discussed. 相似文献
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John Thomas Edwin Richardson 《Assessment & Evaluation in Higher Education》2012,37(4):393-408
At UK institutions of higher education, the academic attainment of White students tends to be higher than that of students from other ethnic groups. The present study confirmed this trend in students who were taking courses by distance learning with the UK’s Open University. It was apparent in students of all ages apart from the youngest, and it was largely independent of their gender, academic background and socioeconomic circumstances, or the particular course being taken. Students’ interactions with teachers and other students are attenuated in distance education, and so the results suggest that the explanation for the attainment gap in ethnic minority students must be sought elsewhere than in the nature of their relationships with teachers and other students. 相似文献