Who Controls Teachers’ Work? Power and Accountability in America’s Schools

By J. Doyle. 2004

411 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/91b343dd94e9d87007f669ab34b89028d033dbd6

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In Education

Citations in the corpus

What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover? (2004, background): “Ironically, although elementary and secondary teaching involves intensive interaction with youngsters, it is done largely done in isolation from colleagues (e.g., Sizer, 1992; Johnson, 1990; Ingersoll, 2003a).”
Why Do High-Poverty Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers? (2004, methodology): “…teachers have little say in many of the key decisions that are concerned with and affect their work, but schools where teachers are allowed more input into issues, such as student discipline in particular, have less conflict between staff and students and less teacher turnover (Ingersoll 2003a).”
Teacher Mobility: Looking More Closely at "The Movers" Within a State System (2006, background): “…and disinterest, insufficient salary, lack of teacher autonomy, unreasonable teaching assignment, lack of professional development opportunities, and inadequate allocation of time all contribute to the departure of teachers (Ingersoll, 2003; Kelly, 2004; Luekens et al., 2004; NCES, 2003).”
Early Career Outcomes for the “Best and the Brightest” (2015, background): “Likewise, a professionalized teaching workforce might entail greater authority over school-wide organizational decisions (Ingersoll, 2003), a more pronounced career ladder (Ebmeier & Hart, 1992), and possibilities for greater pay for those teachers who meet rigorous entry and advancement…”
Organizational Commitment of Teachers in Urban Schools (2006, background): “Autonomy is an important consideration in school reform regarding who controls the work of teachers (Ingersoll, 2003).”
Is This Work Sustainable? Teacher Turnover and Perceptions of Workload in Charter Management Organizations (2016, background): “Prescriptive policies related to the socialization of students need consistent implementation and buy-in from all staff to succeed, and these policies have the strongest relationship with high conflict across school types (Ingersoll, 2003).”
Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science (2009, background): “From a policy perspective, careful consideration of the work teachers do to adapt curriculum materials as part of planning and enacting instruction is fundamental, given that most states still leave decisions about what curriculum materials and instructional strategies to use to local districts and ”
Classroom contexts for creativity (2014, background): “That teachers would desire to seek out ready-made techniques is understandable, particularly given all the curricular demands placed on teachers (Ingersoll, 2003).”
Toward an Evolving Conceptualization of Instructional Leadership as Leadership for Learning: Meta-narrative Review of 109 Quantitative Studies across 25 Years. (2017, background): “…of social-level teacher influence having larger effect on reducing conflict within schools compared to the other two types of teacher influence (Ingersoll, 1993, 1996, 2003; Michaelowski, 2005) with limited evidence of social-level teacher influence reducing teacher turnover (Ingersoll, 2003).”
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover (2004, background): “Our recent research has documented that the staffing problems plaguing schools are to a significant extent a result of a " revolving door " – where large numbers of teachers move from or leave their schools long before retirement (Ingersoll, 2001; 2003b, Ingersoll & Smith, 2003 ).”
The Effects of NCLB on School Resources and Practices (2013, methodology): “Prior research has used the SASS data to identify trends in teacher qualifications, teacher autonomy, and various labor market outcomes (e.g., Ingersoll, 1999, 2006; Liu, 2007).”
Courses of Action (2007, background): “Nearly 20% of new teachers abandon the profession within 3 years of having entered, whereas as many as 46% leave within their first 5 years on the job (Henke, Chen, & Geis, 2000; Ingersoll, 2003).”
Aligning Mental Models of District and School Leadership Teams for Reform Coherence (2008, background): “Furthermore, these contrasting perspectives unless discussed may lead to what Ingersoll (2003) and Little and Bartlett (2002) have found to be teacher burnout from reform efforts.”
Antecedents of Norwegian beginning teachers’ turnover intentions (2015, background): “Teachers are less likely to quit working at given schools when they feel supported by their principals (Ingersoll, 2001).”
The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover (2010, background): “, 1990; Guarino, Santibanez & Daley 2006; Smylie & Wenzel 2003), are important indicators of the professional status of an occupation (Darling-Hammond 2007; Rosenholtz 1989; Sizer 1992; Talbert & McLaughlin 1993; Ingersoll 2003; Ingersoll & Merrill, 2012), are ostensibly policy amenable, have not be”
The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out (2007, background): “Highly qualified new teachers chafe at the diminished control they have over their classrooms, which erodes one of the only arenas in which they experience opportunities for decision making in a field in which teachers have little control (Ingersoll, 2003b).”