High-poverty schools typically have higher levels of attrition than other schools, particularly in mathematics and science. Financial incentives have often been used to attract teachers to high need schools and subjects. Despite extensive investments in these incentives and extensive research regarding recruitment and retention, little is known about how these areas interact with one another over teachers' careers. The purpose of this study is to address the lack of integration of these areas by investigating the career paths of 38 Noyce scholars. Acceptance of the Noyce funding requires teaching in high-need schools for two years. Grounded theory methodology was guided by the research question: What are Noyce scholars' reasons for the decisions made on the career path of becoming and remaining teachers in high need schools? Analysis resulted in an explanatory model of the "pathway to retention in high need schools." The model indicates that the career paths of teachers in high need schools are complex and interactive. Interactions among the reasons the scholars chose to enter teaching, their school setting, community, teacher education and the Noyce funding appear to play a role in their eventual satisfaction and retention. The study has implications for the recruitment and retention of teachers in high need schools.
University of Minnesota Ph.D. dissertation. October 2009. Major: Education, Curriculum and Instruction. Advisors: Gillian Roehrig and Fred Finley. 1 computer file (PDF); ix, 187 pages, appendices A-D.
Kirchhoff, Allison Lynette.
The career paths of mathematics and science teachers in high need schools..
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