Allen, M. (2002, Summer). Improving teacher preparation, recruitment, and retention. Spectrum: Journal of State Government, 75(3), 8-11.
Berry, B., Hopkins-Thompson, P., & Hoke, M. (2002). Assessing and supporting new teachers: Lessons from the southeast. Retrieved June 18, 2006, from http://www.teachingquality.org/pdfs/Induction.pdf
Brown, K. L. (2002). Acclimating induction teachers to low-performing schools: Administrators’ role. Education, 123(2), 422.
Brownell, M. T., Sindelar, P. T., Bishop, A. G., Kangley, L. K., & Seo, S. (2002). Special education teacher supply and teacher quality: The problems, the solution. Focus on Exceptional Children, 35(2), 1-16.
Butt, R., & Retallick, J. (2002). Professional well-being and learning: A study of administrator-teacher workplace relationships. Journal of Educational Enquiry, 3(1), 17-34.
Certo, J. L., & Fox, J. E. (2002). Retaining quality teachers. High School Journal, 86(1), 57.
Danielson, L. (2002). Developing and retaining quality classroom teachers through mentoring. Clearing House, 75(4), 183-185.
Delisio, E. R. (2002). The wild world of teacher recruiting. Education World. Retrieved December 16, 2006, from http://www.education-world.com/a_admin/admin281.shtml
Fore, C., Martin, C., & Bender, W. N. (2002). Teacher burnout in special education: The causes and the recommended solutions. The High School Journal, 86(1), 36-44.
Goldsmith, L. T., & Pasquale, M. M. (2002). Providing school and district-level support for science education reform. Science Educator, 11(1), 24-31.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: theory and practice, 8(3/4), 381-391.
Ingersoll, R. M. (2002a). Holes in the teacher supply bucket. The School Administrator, 59(3), 42-43.
Ingersoll, R. M. (2002b). Out of field teaching, educational inequality, and the organization of schools: An exploratory analysis. Seattle, WA: University of Washington Center for the Study of Teaching and Policy.
Ingersoll, R. M. (2002c). The teacher shortage: A case of wrong diagnosis and wrong prescription. NASSP Bulletin, 86(631), 16-31.
John, M. C., & Taylor, J. W. (2002). Leadership style, school climate, and the institutional commitment of teachers. Retrieved June 18, 2006, from http://www.aiias.edu/academics/sgs/info/v2n1/john_institutional_commitment.html
Johnson, S. M., & Kardos, S. M. (2002, March). Keeping new teachers in mind. Educational Leadership, 59(6), 12-16.
Jorissen, K. (2002). Retaining alternate route teachers: The power of professional integration in teacher preparation and induction. High School Journal, 86(1), 45.
Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24(1), 37-62. Retrieved December 4, 2006, from http://www.teacherpolicyresearch.org/portals/1/pdfs/Teacher_Sorting_and_Urban_Schools_EEPA.pdf
Madsen, C. K., & Hancock, C. B. (2002). Support for music education: A case study of issues concerning teacher retention and attrition. Journal of Research in Music Education, 50(1), 6-20.
Reising, B., & Denlinger, S. L. (2002). Teaching as a profession: A look at the problem of teacher deficits. Clearing House, 75(3), 116-117.
Riggs, C. G. (2002). Providing administrative support for classroom paraeducators: What’s a building administrator to do? Rural Special Education Quarterly, 21(3), 10-14.
Ruby, A. M. (2002). Internal teacher turnover in urban middle school reform. Journal of Education for Students Placed at Risk, 7(4), 379-406.
Talbert, J. E., & McLaughlin, M. W. (2002). Professional communities and the artisan model of teaching. Teachers & Teaching, 8(3/4), 325-343.
Tye, B. B., & O’Brien, L. (2002). Why are experienced teachers leaving the profession? Phi Delta Kappan, 84(1), 24.
In a survey by Tye and O’Brien (2002), a random sample of 900 teachers who earned their credentials from Chapman University in California ranked reasons why they left the profession or would consider leaving. Accountability, increased paperwork, student attitudes, no parent support, unresponsive administration, low status of the profession, and salary considerations were listed by individuals who already left teaching.