Journal of Education Human Resources最新文献_第10页

Harnessing Organizational Leadership and Cultural Competence to Attract and Retain Quality Teachers: The Case of Inner-City Schools 利用组织领导和文化能力吸引和留住优质教师:以市中心学校为例

Journal of Education Human Resources Pub Date : 2022-05-27 DOI: 10.3138/jehr-2021-0036

Sean Ratican, K. Miller, M. Kathleen Cripe, Crystal Ratican, Susan M. Miller

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引用次数: 0

Barriers to Teacher Diversity in a Predominantly White District 白人占主导的地区教师多样性的障碍

Journal of Education Human Resources Pub Date : 2022-05-27 DOI: 10.3138/jehr-2021-0035

Justin Sulsky

{"title":"Barriers to Teacher Diversity in a Predominantly White District","authors":"Justin Sulsky","doi":"10.3138/jehr-2021-0035","DOIUrl":"https://doi.org/10.3138/jehr-2021-0035","url":null,"abstract":"This case study explains factors that prevented a predominately White suburban district from diversifying its teaching staff despite the stated desire of administrators to provide more diverse teachers for the district’s students. The researcher interviewed three central office administrators, five district curriculum directors, and four principals in the school district and reviewed hiring documents. Interviews revealed that administrators may have incorrectly perceived culturally diverse candidates as not interested in teaching in the case district. Some administrators said that they were unable to identify which applicants were from diverse backgrounds, and the district’s favoring of individuals already tied to the district professionally or personally might inhibit culturally different candidates from teaching in the case district. Findings should compel practitioners and policymakers to ensure that teacher hiring is more equitable by being reflective about practices that may inhibit teacher diversity. Districts should consider leveraging technology to increase the number of candidates screened, partnering with districts with different demographics, and increasing recruitment from colleges and universities that serve culturally diverse teacher candidates. Researchers should study the experiences of culturally diverse candidates applying to predominately White school districts to report on their perspectives.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"181 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133356568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Moving the Needle: Uncovering the Engagement and Mentoring Needs of Contingent Faculty 移动指针:揭示临时教师的参与和指导需求

Journal of Education Human Resources Pub Date : 2022-04-08 DOI: 10.3138/jehr-2021-0045

Heidi Batiste, Cecilia Maldonado

{"title":"Moving the Needle: Uncovering the Engagement and Mentoring Needs of Contingent Faculty","authors":"Heidi Batiste, Cecilia Maldonado","doi":"10.3138/jehr-2021-0045","DOIUrl":"https://doi.org/10.3138/jehr-2021-0045","url":null,"abstract":"In an extensive study of part-time academic faculty, Gappa and Leslie ( The Invisible Faculty: Improving the Status of Part-Timers in Higher Education. San Francisco: Jossey-Bass, 1993) developed a typology consisting of four employment profiles based primarily on academic background, employment history, and career motivations: career-enders, specialists/experts/professionals, aspiring academics, and freelancers. Using a survey research design, the authors sought to determine whether the categories developed by Gappa and Leslie held in recent times and whether there were statistical differences in contingent faculty members’ desired mentoring functions and work engagement based on employment profile. As the current study included both full-time and part-time contingent faculty, the results of a thematic analysis produced a fifth employment profile, true teachers. Multivariate Analysis of Covariance (MANCOVA) was run to identify differences in desired mentoring functions and work engagement among employment profile groups while controlling for employment status, years teaching, and history of mentorship. Aspiring academics were the largest employment profile group, representing one-third of all respondents. This finding supported an earlier study that indicated a disproportionately large segment of contingent faculty desiring a permanent position in academia. The results of the multivariate analyses revealed that aspiring academics and career-enders had a significantly higher need for career-related mentoring than other groups. Furthermore, career-enders and specialists reported the highest levels of engagement, while aspiring academics reported the lowest levels of engagement. These findings indicate a need for attending to the career development needs of a large segment of contingent faculty in higher education.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123983473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Examination of Tenure and Teacher Perceptions of Evaluation: Evidence from Tennessee 任期和教师评价观念的检验:来自田纳西州的证据

Journal of Education Human Resources Pub Date : 2022-03-29 DOI: 10.3138/jehr-2021-0050

Luis A. Rodriguez, Karin Gegenheimer, Matthew G. Springer

引用次数: 0

Development and Application of the Just Employment Policy Assessment in American Higher Education Institutions 美国高校公正就业政策评估的发展与应用

Journal of Education Human Resources Pub Date : 2022-03-24 DOI: 10.3138/jehr-2021-0034

C. Weidner

引用次数: 1

Building a Better Education Workplace 建设更好的教育工作场所

Journal of Education Human Resources Pub Date : 2022-03-01 DOI: 10.3138/jehr-40-2-001

Henry Tran

引用次数: 0

Embracing the Future of Education Work with Talent Centered Education Leadership 以人才为中心的教育领导迎接教育工作的未来

Journal of Education Human Resources Pub Date : 2022-03-01 DOI: 10.3138/jehr-2021-0051

Henry Tran, Zach Jenkins

引用次数: 1

Exploring Human Resource Management Practices in University Initial Teacher Education: An Analytical Framework 大学初级教师教育人力资源管理实践探析:一个分析框架

Journal of Education Human Resources Pub Date : 2022-02-10 DOI: 10.3138/jehr-2021-0043

C. Connolly

引用次数: 0

Mid-career Teacher Retention: Who Intends to Stay, Where, and Why? 职业中期教师留任:谁打算留下来，在哪里，为什么?

Journal of Education Human Resources Pub Date : 2022-01-05 DOI: 10.3138/jehr-2020-0037

B. Gimbert, Ryan R Kapa

{"title":"Mid-career Teacher Retention: Who Intends to Stay, Where, and Why?","authors":"B. Gimbert, Ryan R Kapa","doi":"10.3138/jehr-2020-0037","DOIUrl":"https://doi.org/10.3138/jehr-2020-0037","url":null,"abstract":"Teacher turnover is widely understood to be among the most pressing challenges facing the American public education system. Who and where are the mid-career teachers who choose to stay in the profession? Why do they stay? Researchers need to attend to these questions to inform both national dialogue and local actions regarding how to retain and sustain mid-career teachers who positively impact student learning. This quantitative study explored mid-career teachers’ responses to the 2015–2016 National Teacher and Principal Survey to ascertain if certain demographic factors (e.g., race, school location) and school climate and teacher attitudinal factors (e.g., job satisfaction, career pathway and opportunities, support from administrators and/or sources beyond school leaders and colleagues, and influence over school policy) affect a mid-career teacher’s decision to remain in the teaching profession. Findings indicate that mid-career teachers (5 to 20 years of teaching experience) in a secondary setting are significantly more likely to intend to stay in the profession than their peers in an elementary setting, and non-White mid-career teachers (Black/African American, Asian, Native Hawaiian/Other Pacific Islanders, and Native American/Alaskan Native) than their White peers, respectively. Suburban mid-career teachers are more likely to express a desire to remain in the profession than their counterparts in urban, town, and rural settings. Related to the climate and attitudinal factors, mid-career teachers with more positive perceptions of school climate are more likely to remain in the profession. The most important factor in mid-career teacher retention is the teacher’s level of satisfaction with workplace conditions that directly impact teaching.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130732959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Leaning On Our Academic Shields of Gendered Support 依靠性别支持的学术盾牌

Journal of Education Human Resources Pub Date : 2022-01-01 DOI: 10.3138/jehr-2021-0014

Soribel Genao, Angie Beeman, Tsedale M. Melaku

引用次数: 0