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Trump Lawyer Resigns One Day Before Trial To Begin

Joseph Tacopina has filed with the courts that he will not represent Donald J. Trump. The E. Jean Carroll civil case is schedule to begin Tuesday January 16,...

Judge Lewis A. Kaplan Issues Order RE Postponement

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,...

ASUS Announces 2023 Vivobook Classic Series

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™...

2005 Articles

Addi-Raccah, A. (2005). Gender and teachers’ attrition: The occupational destination of former teachers. Sex Roles, 53(9/10), 739-752.

Allen, M. B. (2005). Eight questions on teacher recruitment and retention: What does the research say? Education Commission of the States Teaching Quality Research Reports, September 2005. Education Commission of the States. Retrieved December 4, 2006, from http://www.ecs.org/html/educationissues/teachingquality/

Beck-Frazier, S. (2005). To stay or not to stay: That’s the dilemma. Delta Kappa Gamma Bulletin, 71(2), 28-33.

Belfield, C. R. (2005). The teacher labour market in the US: Challenges and reforms. Educational Review, 57(2), 175-191.

Berry, B. (2005). Recruiting and retaining board-certified teachers for hard-to-staff schools. Phi Delta Kappan, 87(4), 290.

Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005, May). Explaining the short careers of high-achieving teachers in schools with low-performing students. American Economic Review, 95(2), 166-171.

Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). The draw of home: How teachers’ preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management, 24(1), 113-132. Retrieved December 11, 2006, from http://www.teacherpolicyresearch.org/portals/1/pdfs/The_Draw_of_Home_(JPAM).pdf

Bradley, K. D., & Loadman, W. E. (2005, September). Urban secondary educators’ views of teacher recruitment and retention. NASSP Bulletin, 89(644), 2-28.

Buckley, J., Schneider, M., & Shang, Y. (2005). Fix it and they might stay: School facility quality and teacher retention in Washington, D.C.. Teachers College Record, 107(5), 1107-1123.

Bueker, C. S. (2005). Teachers’ reports of the effects of a wholeschool literacy reform model on teacher turnover. The Elementary School Journal, 105(4), 395-416.

Cavallo, A. M., Ferreira, M. M., & Roberts, S. K. (2005). Increasing student access to qualified science and mathematics teachers through an urban school-university partnership. School Science & Mathematics, 105(7), 363-372.

Cavanagh, S. (2005, September). Teacher-turnover cost. Education Week, 25(2), 16.

Clotfelter, C. T., Ladd, H. F., Vigdor, J. L. & Diaz, R. A. (2004, Spring). 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.

Crane, J., & Kelly, C. (2005). Keeping new teachers. Independent School, 84(2), 76-78.

Croasman, J., & Hampton, D. (2005). Teacher attrition: Is time running out? Issues Challenging Education. Retrieved December 4, 2005, from http://horizon.unc.edu/projects/issues/papers./Hampton.asp

Currall, S. C., Towler, A. J., Judge, T. A., & Kohn, L. (2005). Pay satisfaction and organizational outcomes. Personnel Psychology, 58(3), 613-640.

Delisio, E. R. (2005, May). Principals hold key to teacher retention. Education World. Retrieved June 17, 2006, fromhttp://www.education-world.com/a_admin/admin/admin411.shtml

Durham, L. A. (2005). Redefining choices with job sharing and contract options. Delta Kappa Gamma Bulletin, 71(2), 49-51. Retrieved December 11, 2005, from EBSCOhost database

Esch, C.E., Chang-Ross, C. M., Guha, R., Humphrey, D. C., Shields, P. M., Tiffany-Morales, J. D., Wechsler, M. E., & Woodworth, K. R. (2005). The status of the teaching profession 2005. Santa Cruz, CA: The Center for the Future of Teaching and Learning. Retrieved June 17, 2006, from http://www.cftl.org/documents/2005/stp05fullreport.pdf

Feng, L. (2005). Hire today, gone tomorrow: The determinants of attrition among public school teachers. Retrieved December 4, 2006, from http://garnet.acns.fsu.edu/~lff6254/job_market_paper_10.pdf

Frazier, W. M., & Sterling, D. R. (2005). What should my science classroom rules be and how can I get my students to follow them? The Clearing House, 79(1), 31-35.

Fulton, K., Yoon, I., & Lee, C. (2005). Induction into learning communities. National Commission on Teaching and America’s Future: Washington, DC.

Gray, D. L., & Smith, A. E. (2005, Fall). No teacher left behind. Kappa Delta Pi Record, 42(1), 7-9.

Haberman, M. (2005). Raising teacher salaries: The funds are there. Education, 125(3), 327-342.

Hammer, M. D., & Williams, P. (2005). Rejuvenating retirees: Mentoring first-year teachers. Delta Kappa Gamma Bulletin, 71(4), 20-25.

Hill, D. A., & Gillette, M. D. (2005). Teachers for tomorrow in urban schools: Recruiting and supporting the pipeline. Multicultural Perspectives, 7(3), 42-50.

Howley, A., Andianaivo, S., & Perry, J. (2005). The pain outweighs the gain: Why teachers don’t want to become principals. Teachers College Record, 107(4), 757-782.

Humphrey, D., Koppich, J., & Hough, H. (2005). Sharing the wealth: National board certified teachers and the schools that need them most. Education Policy Analysis Archives, 13(18). Retrieved December 16, 2006, fromhttp://epaa.asu.edu/epaa/v13n18/v13n18.pdf

Encourage statewide initiatives to offer a $20,000 bonus to national board certified teachers to work in high-needs schools.

California eliminated the $10,000 bonus for National Board Certification.

Ingersoll, R. M. (2005, April). The problem of underqualified teachers: A sociological perspective. Sociology of Education, 78(2), 175-178.

Jackson, J. (2005). Leadership for urban public schools. The Educational Forum, 69(2), 192-202.

Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2005). Who stays in teaching and why: A review of the literature on teacher retention. Retrieved December 19, 2005, from http://assets.aarp.org/www.aarp.org_/articles/NRTA/Harvard_report.pdf

Liu, X. S., & Meyer, J. P. (2005). Teachers’ perceptions of their jobs: A multilevel analysis of the teacher follow up survey for 1994-95. Teachers College Record, 107(5), 985-1003.

Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 44-70.

Luft, J., Fletcher, S., & Fortney, B. (2005). Early recruitment of science teachers: Promising or problematic strategy. Science Educator, 14(1), 41-48.

Mangrubang, F. R. (2005). Issues and trends in science education: The shortage of qualified science teachers. American Annals of the Deaf, 150(1), 42-46.

Murphy, J. C. (2005). The struggles and triumphs of a novice teacher. Kappa Delta Pi Record, 41(4), 180-183.

Olebe, M. (2005). Helping new teachers enter and stay in the profession. The Clearing House, 78(4), 158-163.

Otto, S. J., & Arnold, M. (2005). A study of experienced special education teachers’ perceptions of administrative support. College Student Journal, 39(2), 253-259.

Pittinsky, M. (2005). No teacher left behind. T H E Journal32(11), 32-34.

Plecki, M. L., Elfers, A. M., Loeb, H., Zahir, A., & Knapp, M. S. (2005). Teacher retention and mobility: A look inside and across districts and schools in Washington State. Seattle, WA: University of Washington.

Portner, H. (2005, October). Success for new teachers. American School Board Journal, 192(10), 30-33.

Provasnik, S., & Dorfman, S. (2005). Mobility in the teacher workforce: Findings from the condition of education 2005.U.S. Department of Education, National Center for Education Statistics. NCES 2005-114. Washington, DC: U.S. Government Printing Office.

Teachers with less than 3 years of experience tend to transfer to other schools more than teachers with more than 10 years of experience.

Rea, P. J. (2005). Engage your administrator in your collaboration initiative. Intervention in School & Clinic, 40(5), 312-216.

Rice, C. J., & Goessling, D. P. (2005). Recruiting and retaining male special education teachers. Remedial and Special Education, 26(6), 347-356.

Rubinstein, R. (2005, May/June). To teach or not to teach? Humanist, 65(3), 15-16.

Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in isolation and alienation. Preventing School Failure, 50(1), 35-40.

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), 681-714.

Stoddard, C., & Young, D. J. (2005, Autumn). Recruitment, retention, and salaries of Montana teachers. Montana Business Quarterly, 43(3), 14-18.

Thornton, B., Peltier, G., & Hill, G. (2005). Do future teachers choose wisely: A study of pre-service teachers’ personality preference profiles. College Student Journal, 39(3), 489-496.

Tillman, L. C. (2005, October). Mentoring new teachers: Implications for leadership practice in an urban school. Educational Administration Quarterly, 41(4), 609-629.

Tobin, K., & Roth, W. (2005). Implementing coteaching and cogenerative dialoguing in urban science education. School Science & Mathematics, 105(6), 313-322.

Wasburn-Moses, L. (2005). How to keep your special education teachers. Principal Leadership, 5(5), 35-38.

Watkins, P. (2005). The principal’s role in attracting, retaining, and developing new teachers. Clearing House, 79(2), 83-87.

Principal’s role in retaining new staff members is important. Three suggestions for retaining teachers: mentoring, action research, and study groups.

Wood, A. L. (2005). The importance of principals: Site administrators’ roles in novice teacher induction. American Secondary Education, 33(2), 39-62.

Worthy, J. (2005). ‘It didn’t have to be so hard’: the first years of teaching in an urban school. International Journal of Qualitative Studies in Education (QSE), 18(3), 379-398.

2005 Dissertations

A Study of the Relationship of Teachers’ Self- Efficacy and the Impact of Leadership and Professional Development