In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success...
Teach For America (TFA) recruits high-achieving college graduates to teach for 2 years in the nation's low-income schools. This study is the first to examine these teachers' retention nationwide, asking whether, when, and why they voluntarily transfer...
Background/Context: Educational policy makers have begun to recognize the challenges posed by teacher turnover. Schools and students pay a price when new teachers leave the pro- fession after only 2 or 3 years, just when they have acquired valuable...
Background/Context: Over the past three decades, teacher turnover has increased sub- stantially in U.S. public schools, especially in those serving large portions of low-income students of color. Teachers who choose to leave high-poverty schools serving...
Purpose: We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers’ work in high-poverty, urban schools. We describe six schools’ organizational responses to these...
This qualitative analysis of teacher teams is part of a larger, comparative case study, “Developing Human Capital Within Schools,” conducted by the Project on the Next Generation of Teachers. Within one city, we interviewed 142 teachers and...
Many strategies to improve failing urban schools rest on efforts to improve leadership within the school. Effective school-based leadership depends not only on the activities of the principal, but also on teachers’ efforts to address...
