scholarly journals Leadership can’t stand alone: Why school districts need policy to increase teacher retention

2020 ◽  
Vol 21 (2) ◽  
Author(s):  
Aimee Sulit
Keyword(s):  
School Districts ◽  
Teacher Retention

scholarly journals Teacher Retention in a Teacher Resiliency-Building Rural School

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
William W. Malloy ◽  
Tawannah Allen
Keyword(s):  
No Child Left Behind ◽  
School Districts ◽  
Teacher Retention ◽  
Rural School ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Qualified Teachers ◽  
Left Behind ◽  
Teacher Resiliency

This article focuses on the challenge of teacher retention in rural schools in relation to the No Child Left Behind mandate, that school districts must attract and retain highly qualified teachers. This case study examines the extent to which a rural school enhanced teacher retention by overcoming the barriers that might otherwise have presented a challenge to teacher retention. Findings from this study suggest that the nurturing the nurturers concept, inherent in teacher resiliency-building schools, enhances teacher retention strategies.  

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

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