“In It for the Long Haul”—
By S. Freedman, Deborah Appleman. 2009
122 citations recorded by the source corpus.
This study explores a constellation of factors that contribute to the retention of teachers in high-poverty, urban schools. It focuses on one cohort of the University of California at Berkeley's Multicultural Urban Secondary English Credential and MA Program, analyzing qualitative and quantitative data to track the careers of 26 novice teachers through their 5th year after receiving their credential. The authors reconsider the categories traditionally used to determine whether teachers stay or leave and offer ways to track those who stay or leave high-poverty, urban schools, including the use of a category of “movers” to describe teachers who leave urban classroom teaching yet remain active in urban education. They conclude with a discussion of factors that seem to contribute to teachers staying in high-poverty, urban schools and educational settings. Besides a state scholarship program, these include (a) a sense of mission, which was reinforced and developed by the teacher education program; (b) a disposition for hard work and persistence, which was reinforced and developed by the teacher education program; (c) substantive preparation that included both the practical and the academic and harmony between the two; (d) training in assuming the reflective stance of a teacher researcher; (e) the opportunity, given the high demand for teachers in high-poverty schools, to be able to change schools or districts yet still remain in their chosen profession; and (f) ongoing support from members of the cohort as well as other supportive professional networks across the years.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/dcde31e8cc14bcc4bc9fd5c5e845269d30a30d19
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In Education
Citations in the corpus
- Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction (2019, background): “For example, in one study of high-poverty districts a significant factor in teacher retention was “ongoing support from members of the cohort as well as other professional networks across the early years of teaching” (Freedman & Appleman, 2009).”
- "What Else Would I Be Doing?": Teacher Identity and Teacher Retention in Urban Schools. (2008, background): “Further, by the fifth year, 39% of the MUSE teachers had moved from one urban or high poverty setting to another ( Freedman & Appleman, submitted ).”