Leaving lessons : learning from the exit of experienced teachers
Abstract/Contents
- Abstract
- Teacher attrition has increased significantly over the last thirty years. Most public school teachers in the United States now leave the career early, before reaching retirement. Research on teacher attrition has tended to focus on novice teachers, using human capital or organizational theories to understand trends in teacher exit. This qualitative study takes another path, considering the accounts of certified, experienced teachers who left teaching after making significant investments in the career. The accounts of these invested leavers are examined through a lens of resistance, illuminating issues of power as well as the idea(l)s of teaching that may be expressed through the decision to leave.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2018; ©2018 |
| Publication date | 2018; 2018 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Glazer, Jeremy |
|---|---|
| Degree supervisor | Labaree, David F, 1947- |
| Thesis advisor | Labaree, David F, 1947- |
| Thesis advisor | Langer-Osuna, Jennifer |
| Thesis advisor | Pope, Denise Clark, 1966- |
| Degree committee member | Langer-Osuna, Jennifer |
| Degree committee member | Pope, Denise Clark, 1966- |
| Associated with | Stanford University, Graduate School of Education. |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Jeremy Glazer. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2018. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2018 by Jeremy Glazer
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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