"What Else Would I Be Doing?": Teacher Identity and Teacher Retention in Urban Schools.

By S. Freedman, Deborah Appleman. 2008

91 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d6ccd96cff33a64745dc8a48086543584d5f2d36

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Citations in the corpus

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “…(Smith & Ingersoll, 2004; Sumsion, 2003), school and administrative support (Day, 2008; Fantilli & McDougall, 2009), support of peers and colleagues (Le Cornu, 2009; Warshauer Freedman & Appleman, 2008) and support of family and friends (Howard & Johnson, 2004; Yates, Pelphrey, & Smith, 2008).”
Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others (2010, background): “…of university and/or school worlds in a process of self-fashioning that continually exerts influence on professional decisions (cf. Alsup, 2006; Freeman & Appleman, 2008) and on the beliefs, visions, and theories that guide teaching (Alsup, 2006; Olsen, 2008; Ronfeldt & Grossman, 2008; Sloan,…”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “Freedman and Appleman (2008) raised some interesting questions about the role and responsibilities of pre-service programmes in relation to teacher education programmes – particularly those preparing teachers for difficult teaching assignments. How long can a teacher education or induction programme”
The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme (2015, background): “Finally, after formal teacher education, collegial relationships, institutional culture and leadership along with education reform can have a strong impact on school teachers’ socialisation and shape their professional identity (Barrett 2008; Freedman and Appleman 2008).”
Good Teaching in Difficult Times: Demoralization in the Pursuit of Good Work (2011, background): “These nonmaterial rewards have been found to be most significant in attracting and retaining teachers (Crocco and Costigan 2007; Freedman and Appleman 2008, 2009; Margolis and Deuel 2009; Ng and Peter 2010; Stotko, Ingram, and Beaty-O’Ferrall 2007).”