Christopher Redding, Laura Neergaard Booker, Thomas M. Smith and Laura M. Desimone
Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher…
Abstract
Purpose
Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue.
Design/methodology/approach
This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over.
Findings
New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality.
Practical implications
Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development.
Originality/value
The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.
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This chapter explores the nuances of anger in the workplace by elucidating the different forms of anger (personal and moral) experienced amongst NHS nurses in the United Kingdom…
Abstract
This chapter explores the nuances of anger in the workplace by elucidating the different forms of anger (personal and moral) experienced amongst NHS nurses in the United Kingdom. To do so, I draw upon the Dual Threshold Model of anger as the theoretical lens and employ Interpretive Phenomenological Analysis as the methodological approach. It was found that the behavioural response to particular anger-triggering events differed depending on whether the situation was ‘self-relevant’ or ‘other-relevant’, therefore personal and moral anger, respectively. The findings therefore suggest distinct appraisal pathways and forms of anger, and provide empirical support for a recent re-conceptualisation of moral anger.
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Lisa Troyer and Arwen H. DeCostanza
Purpose – We outline how research on groups in disrupted environments can advance research on group processes.Design/Methodology/Approach – We review studies of groups in…
Abstract
Purpose – We outline how research on groups in disrupted environments can advance research on group processes.
Design/Methodology/Approach – We review studies of groups in disrupted environments, drawing mostly on military research to generate understanding of intra- and intergroup dynamics. We also identify new technologies and methods to improve measurement and modeling of groups.
Findings – When consolidated, the research documenting challenges groups operating in disrupted environments face suggests the importance of considering them as a unique set of circumstances for groups. It also identifies methods for objectively measuring and modeling groups in these environments.
Practical Implications – This chapter will help practitioners determine factors pertinent to groups working in disrupted environments, identify group processes that generate success and those that undermine group effectiveness, and point to emerging technologies to better measure and model group processes in disrupted environments.
Social Implications – Group processes affect both individuals and societies. In the context of the disrupted environments, group performance translates to enormous consequences for individuals, as well as national security and humanitarian implications.
Originality/Value of the Chapter – This chapter uniquely consolidates the vast amount of research on groups operating in disrupted environments and also is innovative in emphasizing the disrupted context as a generalizable situation that elucidates key dimensions of group processes and performance in disrupted environments.
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ALL the auguries for the Bournemouth Conference appear to be good. Our local secretary, Mr. Charles Riddle, seems to have spared neither energy nor ability to render our second…
Abstract
ALL the auguries for the Bournemouth Conference appear to be good. Our local secretary, Mr. Charles Riddle, seems to have spared neither energy nor ability to render our second visit to the town, whose libraries he initiated and has controlled for thirty‐seven years, useful and enjoyable. There will not be quite so many social events as usual, but that is appropriate in the national circumstances. There will be enough of all sorts of meetings to supply what the President of the A.L.A. describes as “the calling which collects and organizes books and other printed matter for the use and benefit of mankind and which brings together the reader and the printed word in a vital relationship.” We hope the discussions will be thorough, but without those long auto‐biographical speeches which are meant for home newspapers, that readers will make time for seeing the exhibitions, and that Bournemouth will be a source of health and pleasure to all our readers who can be there.
The chapter first emphasizes the aspects which Steuart (1767), Thornton (1802), Tooke (1844, 1838–1857), and Keynes (1923) have in common about the relation between the exchange…
Abstract
The chapter first emphasizes the aspects which Steuart (1767), Thornton (1802), Tooke (1844, 1838–1857), and Keynes (1923) have in common about the relation between the exchange rate and the short-term rate of interest: they all considered a temporary unfavorable foreign balance caused by an asymmetrical exogenous shock, which called for a discretionary policy favoring international short-term capital inflows to overcome the consequences of the deficit. These aspects draw an unorthodox genealogy on this issue between the four authors, contrary to the tradition originating in Hume and developed later by the British monetary orthodoxy. Secondly, the chapter shows that there was an analytical progress from Steuart (1767) to Keynes (1923), which however faced a limit: if it reinforced an unorthodox genealogy, it did not integrate the modern idea according to which international short-term capital movements may themselves be a source of external disequilibrium. The origin of this limit was probably in the question raised, which was the adjustment to an exogenous asymmetrical shock.
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Thomas M. Smith and Albert Motivans
This chapter addresses the issue of teacher quantity, quality and their interrelationships. It first sets out the scope of the ‘quantity gap’ in primary teachers in sub-Saharan…
Abstract
This chapter addresses the issue of teacher quantity, quality and their interrelationships. It first sets out the scope of the ‘quantity gap’ in primary teachers in sub-Saharan Africa, from 1991 to the present and towards the EFA target date of 2015. It then assesses different measures of ‘quality’ among current primary teaching forces. It begins by looking at how countries compare in terms of the percentage of teachers that meet nationally specific criteria of a ‘qualified’ teacher and as linked to an internationally comparable benchmark of teachers’ educational attainment. The next section looks beyond minimum qualification standards to examine the educational qualifications that teachers actually based on data covering 13 South and East African countries. Among the same group of countries, it opens a discussion concerning direct measures of teachers’ knowledge of science and mathematics and academic skills. The final section then examines measures of in-service training or the continuing professional development of the current teaching force based on the results of a regional assessment study.
Although scholars have shown that group goals can positively affect group performance, very little work has focused on developing an understanding of group feedback as a component…
Abstract
Although scholars have shown that group goals can positively affect group performance, very little work has focused on developing an understanding of group feedback as a component of the group goal‐group performance relationship. A current model of individual‐level response to group feedback is examined as a basis for moving towards an interactionist perspective encompassing both the individual and group‐level response to group feedback based on an understanding of groups as information processors. It is suggested that individual feedback provided in groups is a complex phenomena necessitating an understanding of the multiple ways in which information in groups may be processed. Implications for future research are considered.
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After the end of the Napoleonic War, few issues of public policy dominated discussions in England as fervently as the issue of currency and the national debt. A time of civil…
Abstract
After the end of the Napoleonic War, few issues of public policy dominated discussions in England as fervently as the issue of currency and the national debt. A time of civil unrest and social radicalisation, the circulation of ideas and pamphlets was prolific. The difficulties of post-war reconstruction sparked a long debate on issues of monetary reform and repayment of the national debt. The growth of national debt increased the size of the financial market and had important consequences for a changing class dynamic in domestic political affairs. The distributional aspects of the conflict were present, as was the satirical mockery of mishandling of public affairs. In much of the subsequent scholarship the organisation of taxation and expenditure, and the financial system and the issue of currency have been analysed as separate. This chapter brings them together. In particular, it focuses on Ricardo’s monetary thought and his views on public finance and contextualises them in light of his contemporaries.
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Rules requiring the disclosure of conflicts of interest supposedly enhance transparency, reduce information asymmetries, and protect consumers from biased information; but these…
Abstract
Rules requiring the disclosure of conflicts of interest supposedly enhance transparency, reduce information asymmetries, and protect consumers from biased information; but these rules can have perverse effects. Disclosure regulation may fail to resolve many of the problems that occur with biased information-exchange and it may even make matters worse. This chapter explains these perverse effects and then examines them in light of the literature on group dynamics and information sharing in groups. In doing so, this chapter provides lessons on the pitfalls of information exchange (between individuals or groups), and it highlights some interesting ways that people follow the letter – but not the spirit – of ethical standards.
Angela Oulton and Susan Jagger
The research on the positive effects of children’s learning in and with nature is persuasive yet a deeper examination of the contemporary and historical discourses suggests that…
Abstract
The research on the positive effects of children’s learning in and with nature is persuasive yet a deeper examination of the contemporary and historical discourses suggests that the school garden has been neither welcoming nor accessible to all children. Its detrimental effects on groups of children have been masked within the discourses of urban children’s health and wellbeing, environmental stewardship, and children’s connection with nature. The school garden has been used historically to enact adult agendas to contain and protect urban children from the social ills of modernity; civilise and assimilate marginalised, impoverished, and immigrant groups; and make future industrial and agricultural labourers who would in turn, entrench the white affluent society’s economic and social positions. In this sense, the school garden was used to reinforce patriarchal, colonial, white supremacist, and eugenic aspirations. We consider the school garden movement in North America through a discourse analysis of historical school garden texts to explore how childhoods were culturally constructed and how these discourses have influenced children both in the past and present.