1,720,990 research outputs found
Understanding the challenges of teacher recruitment and retention for ‘educationally isolated’ schools in England
No full textIn this chapter we use the concept of ‘educational isolation’ to develop an understanding of the place-based contextual school challenges of teacher recruitment and retention in England. We start the chapter with a discussion of our research underpinning the conceptualisation and resulting definition of educational isolation. We suggest that, in England, educationally isolated schools are typically coastal and rural in location, and should be defined as ‘schools experiencing limited access to resources for school improvement, resulting from challenges of school location’.
We explore the specific issues that leaders of educationally isolated schools have with teacher recruitment and retention. Key challenges include: reduced local infrastructure caused by geographical remoteness, such as high and low housing costs; poor / no public transport, making these areas unattractive or untenable for potential employees (low recruitment); socio-economic deprivation creating greater challenges for school improvement, leading to high levels of staff churn (low retention); and cultural isolation with few / no other schools within the area to provide opportunities for different employment, resulting in a lack of staff churn (high retention). We conclude the chapter by identifying how Ofsted and other educational stakeholders are now considering the place-based contextual issues of educational isolation in school performance and by sharing recommendations aimed at bringing greater equity for educationally isolated schools in recruiting and retaining teachers
The challenges of staffing schools in a cosmopolitan nation:Rethinking the recruitment and retention of teachers in Australia through a spatial lens
Full text linkThere is ongoing debate in Australia as to whether there is a looming shortage of teachers or an oversupply. What this debate overlooks are the existing, and perennial, challenges of attracting and retaining teachers in some school contexts and specific secondary subject areas. These challenges have been addressed through a range of incentives for pre-service teachers and early career teachers. Generally, they are aimed at attraction to these ‘hard-to-staff’ schools through financial incentives and guaranteed mobility. Retention is similarly addressed through financial benefits that increase with service, enhanced access to professional learning, and modified employment conditions. However, these have not, to date, significantly had an impact on the ongoing challenges of staffing these schools.In this chapter we outline the approaches used for getting teachers into, and retaining them in, ‘hard-to-staff’ schools of Australia. We particularly focus upon the challenges of rural, regional and remote schools. We suggest that the characteristic often overlooked in existing approaches is the spatial dimension. In a nation where over 85 per cent of the population live in urban areas within 50 kilometres of the coast, urban sensibilities, informed by notions of cosmopolitanism, are writ large in the social and cultural landscape. Hard-to-staff rural, regional and remote schools exist beyond this imagined society, as do hard-to-staff urban schools which are often characterised by their social segregation. <br/
RETAIN: A research-informed model of continuing professional development for early career teacher retention
No full textIn this chapter, we explore whether RETAIN, a continuing professional development programme (CPD) designed to retain early career teachers (ECTs), offers a potential
solution for early career teacher retention. We provide a rationale for the development of RETAIN, identifying shortages in teacher supply and the need to address this. The Education Endowment Foundation, a grant-funder focused on closing the attainment gap for disadvantaged pupil through research-informed interventions, funded the development of RETAIN, a pilot programme situated in coastal-rural primary schools with high levels of persistent disadvantage in Cornwall, England.
The chapter continues with a discussion of the research findings used to inform the key components of the RETAIN model and the methodological approach used to evaluate the findings from the pilot programme. The conclusion is that the RETAIN model does demonstrate, through indicators of impact and longer-term outcomes, promise as a solution for early career teacher retention. The key components of classroom, collaboration, coaching and child – the 4 ‘Cs’ of RETAIN – create a model for CPD that improves teacher self-efficacy through enhancing skills, knowledge and understanding of pedagogy and practice, and that keeps teachers in teaching. We therefore answer the question of the importance of how CPD is delivered: a model of effective CPD
Exploring Teacher Recruitment and Retention: Contextual Challenges from International Perspectives
No full textThis thought-provoking collection examines the challenge of teacher shortages that is of international concern. It presents multiple perspectives, and explores the commonalities and differences in approaches, from around the world to understand possible solutions for the current teacher workforce crisis.
Acknowledging that solutions to attract and retain teachers vary by country, region and in some cases locality, the contributors scrutinise a range of workforce planning interventions at local and government level, including financial incentives and early career support.
The book draws on different perspectives to understand a range of problems that negatively affect teacher recruitment and retention, unpicking key challenges, including links between the disadvantages of location and access to teachers for coastal and rural schools, rising pupil numbers, declining school budgets and the role of professional learning in raising teacher status.
Abundant in critiques, research informed positions and context-specific discussions about the impact of teacher workforce supply and shortages, this book will be valuable reading for teacher educators, educational leaders, education policy makers and academics in the field
Gone rogue : re-wilding education in alternative outdoor learning environments
No full textTransformational education gives students both agency and voice in their development. These affordances when nurtured in nature-based settings, allow students to experiment, problem-solve, explore in wild places, fail, and bolster resilience by repeatedly trying again. This chapter has drawn on practitionerresearcher experience alongside empirical research to ‘Go Rogue’ and discussed the importance of educators to re-wild their educative practices. Time and time again, the potency of ‘nature as a superfood’ has been witnessed in the provision of alternative outdoor learning environments. Yet risk mitigation and risk-averse classrooms have rendered outdoor adventure being whitewashed from the school curriculum. The authors conclude by renewing the urgent call for the holistic development of students which can be harnessed by ‘going rogue and re-wilding education’
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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