Teacher Mobility from “Starter School” to “Forever School”: The Impact on Urban Schools and Students

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2024-05-28 DOI:10.1177/00131245241253573

Kaitlyn O. Holshouser, T. Scott Holcomb, Adriana L. Medina

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引用次数: 0

Abstract

Bronfenbrenner’s Ecological Framework was utilized to examine the complexity of the teacher turnover problem in regard to structural inequalities within education that need to be dismantled to create equitable outcomes for all students. Hierarchical cluster analysis was implemented to investigate school report card data of elementary schools in a rural school district ( n = 18) and an urban school district ( n = 41) in geographical proximity in the southeastern United States. Clusters were formed using school level variables including the breakdown of student race/ethnicity, percentage of economically disadvantaged students, teacher turnover rates, years of teaching experience, and a school performance measure. Four clusters emerged from the analysis. Across all variables there were significant differences found between clusters ( p < .001) in the school performance measure, teacher turnover rates, student race/ethnicity, and percentage of students receiving free/reduced price lunch. The percentage of teachers with between 4 and 10 years of experience was statistically equivalent across all cluster groups, differences were found in the number of initially licensed teachers (a low of 9.9% in Cluster 2 to a high of 27.0% in Cluster 4) and teachers with 10 or more years experience (ranging from 46.5% in Cluster 4 to 62.2% in Cluster 2).

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从 "起步学校 "到 "永久学校 "的教师流动：对城市学校和学生的影响

布朗芬布伦纳的生态框架被用来研究教师流失问题的复杂性，这与教育中的结构性不平等有关，需要消除这些不平等才能为所有学生创造公平的结果。对美国东南部地理位置相近的一个农村学区（n = 18）和一个城市学区（n = 41）的小学的学校成绩单数据进行了分层聚类分析。聚类是利用学校层面的变量形成的，这些变量包括学生的种族/族裔细分、经济困难学生的比例、教师流动率、教龄以及学校绩效衡量标准。分析得出四个聚类。在所有变量中，学校绩效指标、教师更替率、学生种族/族裔和接受免费/减价午餐的学生比例在聚类之间存在显著差异（p < .001）。在所有组群中，具有 4 至 10 年教龄的教师比例在统计上是相同的，但在初始持证教师人数（组群 2 最低为 9.9%，组群 4 最高为 27.0%）和具有 10 年或 10 年以上教龄的教师人数（组群 4 为 46.5%，组群 2 为 62.2%）方面存在差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.