How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap?

By J. McLeskey, Bonnie Billingsley. 2008

220 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9c0ad49d316a486a35105d6c06ed53e58b1263ac

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Citations in the corpus

The association between teaching students with disabilities and teacher turnover. (2020, background): “Turnover negatively affects student academic outcomes by disrupting instructional cohesion (Ronfeldt et al., 2013; Hanushek, Rivkin, & Schiman, 2016) and poses a significant challenge to the continuous implementation of effective educational programs (McLeskey & Billingsley, 2008).”
The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study (2010, background): “The proposed mismatch between preservice preparation and the actual working conditions of teachers has been identified as a major reason for high levels of attrition in inclusive education (McLeskey & Billingsley, 2008; Whitaker, 2000).”
Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions (2014, background): “…(Ma and MacMillan 1999; Taylor and Tashakkori 1995), burnout and retention rates (Grayson and Alvarez 2008; Ingersoll 2001; Loeb et al. 2005; McLeskey and Billingsley 2008), perceptions of work conditions (Liu and Meyer 2005) and to their fidelity in implementing new academic interventions…”
Effective inclusive education: Equipping education professionals with necessary skills and knowledge (2011, background): “They also tend to be happy with their career choices and are less likely to leave the profession during their early career years (McLeskey and Billingsley 2008).”
Improving Working Conditions to Support Special Educators’ Effectiveness: A Call for Leadership (2020, background): “Thus, working conditions may either ameliorate or exacerbate the shortage, by changing the number of SETs in the workforce through retention or attrition (McLeskey & Billingsley, 2008).”
Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies (2010, background): “…teacher preparation has the potential to be one of the most influential factors in increasing teachers’ fidelity of evidence-based practices (McLeskey & Billingsley, 2008); however, both groups of teachers face similar barriers to the implementation of evidence-based practices in actual…”