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Thursday, June 30, 2022

Apple March 8, 2022 Event

Apple announced several products during their March 8, 2022, event. Studio Display Mac Studio iPad air iPhone SE iPhone 13 and 13 Pro color addition Some of the products will...

Eastman files motion for exculpatory information and continuance

In response to the January 6 Select Committee Brief to Eastman Privilege Assertions, Eastman has filed a new motion with the court. A request for the court to require...

February 2022 Employment Report

U.S. Bureau of Labor Statistics reported today that total nonfarm payroll employment rose by 678,000. The unemployment rate edged down to 3.8 percent The employment number exceeded forecasts The...
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2006 Articles

Anderson, L., & Olsen, B. (2006, September). Investigating early career urban teachers’ perspectives on and experiences in professional development. Journal of Teacher Education, 57(4), 359-377.

Angelle, P. S. (2006, December). Instructional leadership and monitoring: Increasing teacher intent to stay through socialization. NASSP Bulletin, 90(4), 318-334.

Berry, B. (2006). Why we do not support new teachers – and what can be done about it. Retrieved June 18, 2006, from http://www.teachingquality.org/pdfs/bb_induction_essay.pdf

Boe, E. E. (2006). Long-term trends in the national demand, supply, and shortage of special education teachers. Journal of Special Education, 40(3), 138-150.

Budig, G. A. (2006). A perfect storm. Phi Delta Kappan, 88(2), 114-116.

Bureau of Labor Statistics. (2006). Occupational outlook handbook, 2006-07 Edition, Teachers—Preschool, Kindergarten, Elementary, Middle, and Secondary. Washington, DC: U.S. Department of Labor.

Burk, S., & Errett, M. (2006). Teacher supply in California: A report to the legislature Eighth Annual Report 2004-05. Sacramento, CA: California Commission on Teacher Credentialing. Retrieved June 14, 2006, from http://www.ctc.ca.gov/reports/TS_2004_2005.pdf

During the 2004-05 fiscal year, California saw a 10.7% decrease from the previous year in the total number of newly credentialed teachers. There was a 6.3% decrease in the number of single subject credentials prepared by the state. Relative to the 2000-01 year, there was an increase.

CBEST examinees dropped from a high of 129, 054 in 2001-02 to 77, 795 in 2004-05.

Darling-Hammond, L., & Berry, B. (2006). Highly qualified teachers for all. Educational Leadership, 64(3), 14-20.

Teachers in preparation courses meet the NCLB federal law’s designation of “highly qualified.”
Call for a national teacher-supply program, similar to the federally funded medical training programs.

Dee, J. R., Henkin, A. B., & Singleton, C. A. (2006, November). Organizational commitment of teachers in urban schools: Examining the effects of team structures. Urban Education, 41(6), 603-627.

Duke University. (2006, April). Principal leadership, school climate critical to retaining beginning teachers, Duke study finds. Retrieved December 16, 2006, from http://dukenews.duke.edu/2006/04/retention.html

Garrison, L. (2006, Summer). Teacher attrition and retention along the Mexican border. Bilingual Research Journal, 30(2), 367-384.

Goddard, R. D., & Skrla, L. (2006, April). The influence of school social composition on teachers’ collective efficacy beliefs. Educational Administration Quarterly, 42(2), 216-235.

Godt, P. T. (2006). How to avoid stress and burnout. Illinois Reading Council Journal, 34(3), 58-61.

Grant. L. W. (2006). Persistence and self-efficacy: A key to understanding teacher turnover. Delta Kappa Gamma Bulletin, 72(2), 50-54.

Applies Bandura’s model using Milner (2002) to support statements about the importance of self-efficacy. Also refers to Brouwers, Andre, & Tomic (2000) “A longitudinal study of teacher burnout and perceived self-efficacy in classroom management.”

Grapentine, T. (2006). Skewed view. Marketing Research, 18(1), 4.

Greiner, C. S., & Smith, B. (2006). Determining the effect of selected variables on teacher retention. Education, 126(4), 653-659.

Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173-208.

Guha, R., Campbell, A., Humphrey, D. C., Shields, P. M., Tiffany-Morales, J. D., & Weschler, M. (2006). California’s teaching force 2006: Key issues and trends. Santa Cruz, CA: The Center for the Future of Teaching and Learning.

Hartley, S. L., & MacLean, W. E. Jr. (2006, November). A review of the reliability and validity of Likert-type scales for people with intellectual disability. Journal of Intellectual Disability Research, 50(11), 813-827.

Ho, C., & Au, W. (2006, February). Teaching satisfaction scale: Measuring job satisfaction of teachers. Educational and Psychological Measurement, 66(1), 172-185.

Honawar, V. (2006). Partnership in N.Y.C. to prepare teachers. Education Week, 25(27), 5-14.

Ingersoll, R. M., & Perda, D. (2006, October). What the data tell us about shortages of mathematics and science teachers. Paper presented at the meeting of the NCTAF Symposium on the Scope and Consequences of K12 Science and Mathematics Teacher Turnover, Racine, WI.

Jepson, E., & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment. British Journal of Educational Psychology, 76(1), 183-197.

Kaufhold, J. A., Alverez, V. G., & Arnold, M. (2006). Lack of school supplies, materials and resources as an elementary cause of frustration and burnout in South Texas special education teachers. Journal of Instructional Psychology, 32(3), 159-161.

Keller, B. (2006). N.C. University faculty bail out high school in math, science class. Education Week, 26(6), 14.

Laird, J., DeBell, M., & Chapman, C. (2006). Dropout rates in the United States: 2004 (Rep. No. NCES 2007024). Washington, DC: National Center for Education Statistics.

Lowe, R. M. (2006, Winter). Rural education: Attracting and retaining teachers in small schools. The Rural Education, 27(2), 28.

Lyons, J. E., & Algozzine, B. (2006). Perceptions of the impact of accountability on the role of principals. Education Policy Analysis Archives, 14(16). Retrieved March 3, 2007, from http://epaa.asu.edu/epaa/v14n16/

Marvel, J., Lyter, D. M., Peltola, P., Strizek, G. A., & Morton, B. A. (2006). Teacher attrition and mobility: Results from the 2004–05 teacher follow-up survey (NCES 2007–307). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

Metropolitan Life Insurance Company. (2006). The MetLife Survey of the American Teacher, 2006: Expectations and Experiences. Retrieved December 10, 2006, from http://www.metlife.com/WPSAssets/81821402701160505871V1F2006MetLifeTeacherSurvey.pdf

National Education Association. (2006, May). Saying good-bye. NEA Today, 24(8), 10.

Olivarez, M. M., & Arnold, M. (2006). Personal and demographic characteristics of retained teachers of special education. Education, 126(4), 702-710.

Pearson, L. C., & Moomaw, W. (2006, October). Continuing validation of the teaching autonomy scale. Journal of Educational Research, 100(1), 44-51.

Discusses theoretical dimensions of teacher autonomy. This is a replication of a 1993 study.

Piotrowski, C. (2006, Spring). Turnover and the educational consultant: An OD intervention perspective. Organization Development Journal, 24(1), 22-27.

Plash, S., & Piotrowski, C. (2006). Retention issues: A study of Alabama special education teachers. Education, 127(1), 125-128.

Polansky, H. B, & Semmel, M. (2006, September). Hiring the best and retaining them. School Administrator, 63(8), 46-47.

Protheroe, N. (2006, November/December). The principal’s role in supporting new teachers. Principal, 86(2), 34-38.

Reed, D., Rueben, K. S., & Barbour, E. (2006). Retention of new teachers in California. San Francisco, CA: Public Policy Institute of California. Retrieved June 17, 2006, from http://www.ppic.org/content/pubs/report/R_206DRR.pdf

Rentner, D. D., Scott, C., Kober, N, Chudowsky, N, Chudowsky, V., Joffus, S., & Zabala, D. (2006). From the capital to the classroom: Year 4 of the No Child Left Behind Act. Washington, DC: Center for Education Policy.

Both urban and rural school districts cited finding math and science teachers as a challenge.

“Few districts can offer financial incentives for teachers to move to high-need schools.”

Rosser, V. J., & Townsend, B. K. (2006). Determining public 2-year college faculty’s intent to leave: an empirical model. Journal of Higher Education, 77(1), 124-147.

Scheib, J. W. (2006). Policy implications for teacher retention: Meeting the needs of the dual identities of arts educators. Arts Education Policy Review, 107(6), 5-10.

Smith, D. L., & Smith, B. J. (2006). Perceptions of violence: The views of teachers who left urban schools. High School Journal, 89(3), 34-42.

Stolpa Flatt, J. M. (2006). Teacher retention. Phi Kappa Phi Forum, 86(3), 3-5.

Discusses the balance between optimism and realism from a teacher’s perspective. Discusses No Dream Denied which states 287, 370 teachers left teaching in 1999-2000. Retirees and transfers were not included in the number.

Strizek, G.A., Pittsonberger, J. L., Riordan, K. E., Lyter, D. M., & Orlofsky, G. F. (2006). Characteristics of schools, districts, teachers, principals, and school libraries in the United States: 2003-04 schools and staffing survey (Rep. No. NCES 2006-313 Revised). Washington, DC: National Center for Education Statistics.

Tonn, J. (2006). Calif. Restricts Teacher Transfers. Education Week, 26(9), 26-26.

Van Houtte, M. (2006). Tracking and teacher satisfaction: Role of study culture and trust. Journal of Educational Research, 99(4), 247-254.

Vogel, T. (2006, January/February). The principal’s role in teacher retention. Principal – Web Exclusive, NAESP, 85(3). Retrieved December 21, 2006, from http://www.naesp.org

2006 Dissertations

Recruitment and retention of bilingual/ESL teacher candidates in teacher preparation programs in Texas (link).