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On May 9, 2023, a jury found Donald J. Trump liable for sexual assault and defamation. The jury awarded Ms. Carroll $5 million in damages. Seven months ago,...

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On April 7, 2023, ASUS introduced five new models in the 2023 Vivobook Classic series of laptops. The top laptops in the series use the 13th Gen Intel® Core™...

2004 Articles

Alliance for Excellent Education. (2004, June 23). Tapping the potential: Retaining and developing high-quality new teachers. Retrieved November 17, 2006 from http://www.all4ed.org/publications/TappingThePotential/TappingThePotential.pdf

Bartlett, L. (2004). Expanding teacher work roles: A resource for retention or recipe for overwork? Journal of Education Policy, 19(5), 565-582.

Beng, H. S., Gorard, S., & White, P. (2004). Teacher demand: crisis what crisis? Cambridge Journal of Education, 34(1), 103-123.

Berry, B. (2004, March). Recruiting and retaining “highly qualified teachers” for hard-to-staff schools. NASSP Bulletin, 88(638), 5-27.

Billingsley, B. S. (2004). Promoting teacher quality and retention in special education. Journal of Learning Disabilities, 37(5), 370-376.

Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. Journal of Special Education, 38(1), 39-55.

Brendle-Corum, A., & Haynes, J. P. (2004). Four ways to support new teachers. NAESP, 84(1), 61. Retrieved December 10, 2006, from http://www.newteacher.com/pdf/FourWaysToSupportNewTeachers.pdf

Brownell, M. T., Hirsch, E., & Seo, S. (2004). Meeting the demand for highly qualified special education teachers during severe shortages: What should policymakers consider? The Journal of Special Education, 38(1), 56-61.

Charlotte Advocates for Education. (2004, February). Role of principal leadership in increasing teacher retention: Creating a supportive environment. Retrieved June 17, 2006, from http://www.advocatesfored.org/publications/Principal%20Final%20Report.pdf

Clotfelter, C. T., Ladd, H. F., Vigdor, J. L., & Diaz, R. A. (2004). Do school accountability systems make it more difficult for low-performing schools to attract and retain high-quality teachers? Journal of Policy Analysis & Management, 23(2), 251-271.

Cochran-Smith, M. (2004). Stayers, leavers, lovers, and dreamers: Insights about teacher retention. Journal of Teacher Education, 55(5), 387-392.

Dee, J. R. (2004). Turnover intent in an urban community college: Strategies for faculty retention. Community College Journal of Research & Practice, 28(7), 593-607.

Dove, M. K. (2004). Teacher attrition: A critical american and international education issue. Delta Kappa Gamma Bulletin, 71(1), 8-30.

Esch, C. E., Chang-Ross, C. M., Guha, R., Tiffany-Morales, J., & Shields, P.M. (2004). California’s teaching force 2004: Key issues and trends. Santa Cruz, CA: The Center for the Future of Teaching and Learning. Retrieved June 10, 2006, from http://www.cftl.org/documents/2004/1204report/1204fullreport.pdf

Continue shortages in special education and secondary education. “Twenty-three percent (23%) of high school physical science teachers are fully credentialed but do not have a single-subject authorization to teach physical science” (p. 31). Exhibit 20 shows the breakdown for English, Math, social science, life science, and physical science.

Fletcher, S. H., & Barrett, A. (2004). Developing effective beginning teachers through mentor-based induction. Mentoring & Tutoring: Partnership in Learning, 12(3), 321-333.

Guarino, C., Santibanez, L, Daley, G., & Brewer, D. (2004). A review of the research literature on teacher recruitment and retention. (TR-164-EDU). Santa Monica, CA: RAND. Retrieved October 24, 2006, from http://www.rand.org/pubs/technical_reports/2005/RAND_TR164.sum.pdf

This is an executive summary of the literature available on teacher retention prepared for the Education Commission of the States. More females enter teaching than males. Whites are a greater proportion of new teachers than minorities. College graduates with higher measured abilities were less likely to enter teaching. After leaving the profession, science and math teachers were less likely to return to teaching. There is a U-shaped pattern of attrition, in which the greatest attrition is from first year teachers and teachers near retirement. ”Teachers in the field of science and mathematics were more likely to leave teaching than in other fields” (p. ix).

Gusky, S. (2004, January). Partnering in learning science: A teacher preparation project. Community College Journal of Research & Practice, 28(1), 83-84.

Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why public schools lose teachers. Journal of Human Resources, 39(2), 326-354.

Hanushek, E. A., Kain, J. F. & Rivkin, S. G. (2004, Winter). The revolving door: A path-breaking study of teachers in Texas reveals that working conditions matter more than salary.  Education Next, 76-82.

Hargrove, T., Walker, B. L., Huber, R. A., Corrigan, S. Z., & Moore, C. (2004). No teacher left behind: Supporting teachers as they implement standards-based reform in a test-based education environment. Education, 124(3), 567-572.

Harris, L. (2004). Report on the status of public school education in California. Retrieved September 6, 2006, from http://www.hewlett.org/NR/rdonlyres/1F605152-67B9-4634-B667-DBC66078D995/0/HarrisReport10.pdf

Hill, D. M., & Barth, M. (2004). NCLB and teacher retention: Who will turn out the lights? Education & the Law, 16(2/3), 173-181.

Houchins, D. E., Shippen, M. E., & Cattret, J. (2004). The retention and attrition of juvenile justice teachers. Education & Treatment of Children, 27(4), 374-393.

Ingersoll, R., and Kralik, J.M. (2004). The Impact of Mentoring on Teacher Retention: What the Research Says. Denver, CO: Education Commission of the States. Retrieved February 19, 2011, from http://repository.upenn.edu/cgi/viewcontent.cgi?article=1127&context=gse_pubs

Inman, D., & Marlow, L. (2004). Teacher retention: Why do beginning teachers remain in the profession? Education, 124(4), 605-614.

Johnson, S. M., Kardos, S. M., Kauffman, D., Liu, E., & Donaldson, M. L. (2004). The support gap: New teachers’ early experiences in high-income and low-income schools. Education Policy Analysis Archives, 12(61). Retrieved June 17, 2006, from http://epaa.asu.edu/epaa/v12n61/v12n61.pdf

Kaff, M. S. (2004). Multitasking is multitaxing: Why special educators are leaving the field. Preventing School Failure, 48(2), 10-17.

Kelley, L. M. (2004, November). Why induction matters. Journal of Teacher Education, 55(5), 438-448.

Kelly, S. (2004). An event history analysis of teacher attrition: Salary, teacher tracking, and socially disadvantaged schools. Journal of Experimental Education, 72(3), 195-220.

Liu, E., Johnson, S., & Peske, H. (2004). New teachers and the Massachusetts signing bonus: The limits of inducements. Educational Evaluation and Policy Analysis, 26(3), 217-236.

Logsdon, D. (2004). Science teacher retention: Mentoring and renewal. Science and Children, 41(5), 61-62.

Luekens, M. T., Lyter, D. M., & Fox, E. E. (2004). Teacher attrition and mobility: Results from the teacher follow-up survey, 2000-01. Education Statistics Quarterly, 6(3). Retrieved December 11, 2005, fromhttp://nces.ed.gov/programs/quarterly/vol_6/6_3/3_5.asp#1

McGlamery, S., & Edick, N. (2004). The CADRE project: A retention study. Delta Kappa Gamma Bulletin, 71(1), 43-46.

Mitchell, A., & Arnold, M. (2004). Behavior Management Skills as Predictors of Retention Among South Texas Special Educators. Journal of Instructional Psychology, 31(3), 214-219.

Nelson, C. (2004). Reclaiming teacher preparation for success in high-needs schools. Education, 124(3), 475-480.

Olsen, B. & Anderson, L. (2004). Courses of action: A report on urban teacher career development. Urban Education, 42(1). Retrieved June 18, 2006, from http://idea.gseis.ucla.edu/publications/utec/reports/pdf/rrs-rr003-0904.pdf

Quinn, R. J., & Andrews, B. D. (2004). The struggles of first-year teachers: Investigating support mechanisms. The Clearing House, 77(4), 164-168.

Quartz, K. H., Lyons, K. B., Masyn, K., Olsen, B., Anderson, L., Thomas, A., Goode, J., & Horng, E. (2004). Urban teacher retention policy: A research brief. Los Angeles, CA: UCLA’s Institute for Democracy, Education, and Access (IDEA).

Quinn, R. J., & Andrews, B. D. (2004). The struggles of first-year teachers: Investigating support mechanisms. The Clearing House, 77(4), 164-168.

Rebora, A. (2004, March 1). Principals & teacher retention. Retrieved October 24, 2006, from http://www.edweek.org/agentk-12/articles/2004/03/01/03retention_tr.h03.html

A summary of a report out of North Carolina, Charlotte Advocates for Education identified 20 principals who had high rates of teacher retention in which 16 returned the survey. Refers to the MetLife Insurance Company annual survey suggesting 74% of teachers who are satisfied with their jobs are also satisfied with their principal. Report suggests that regular contact between the teacher and principal is important.

Rhodes, C., Nevill, A., & Allan, J. (2004). Valuing and supporting teachers: A survey of teacher satisfaction, dissatisfaction, morale and retention in an English local education authority. Research in Education, 71, 67-80.

Richards, J. (2004, January/February). What New Teachers Value Most in Principals: They don’t ask for much – just some respect and support. NAESP, 83(3), 42-44. Retrieved December 10, 2006, from http://www.naesp.org/ContentLoad.do?contentId=1128

Rosser, V. J. (2004). Faculty members’ intentions to leave: A national study on their worklife and satisfaction. Research in Higher Education, 45(3), 285-309.

Sachs, S. K. (2004, March). Evaluation of teacher attributes as predictors of success in urban schools. Journal of Teacher Education, 55(2), 177-187.

Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 687-714.

Stockard, J., & Lehman, M. (2004). Influences on the satisfaction and retention of 1st-year teachers: The importance of effective school management. Educational Administration Quarterly, 40(5), 742-771.

Stripling, R. (2004, January). The principal’s role in retaining novice teachers. Instructional Leader, 1-4. Retrieved December 16, 2006, from http://www.tepsa.org/Resources/PDF/Stripling.pdf

Watlington, E. J., Shockley, R., Earley, D. L., Huie, K. K., Morris, J. D., & Lieberman, M. (2004). Variables associated with teacher retention: A multi-year study. The Teacher Educator, 40(1), 56-66.

A three-year longitudinal study tracked 2,129 teachers hired from four South Florida during the 2000-2001 school year.



To develop a teacher retention predictive model based upon gender, out-of-state hires, preparation, and assignment.


Age, gender, race, preparation, and assignment were analyzed. T tests and chi-square analyses.


96% retained first year; 79% retained after 2 years; and 72% after 3 years.

Out of field, out-of-state, and males were less likely to be retained.

Woods, A. M., & Weasmer, J. (2004). Maintaining job satisfaction. Clearing House, 77(3), 118-121.

2004 Books

Heller, D. A. (2004). Teachers wanted: Attracting and retaining good teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

Average yearly turnover rate in education is 13.2 percent. 29 percent of new teachers leave education within the first three years of service and 39 percent leave by the fifth year.