The World is built by people who dare to Imagine!
My name is Valentin Voroshilov, and I am an expert in human intelligence, and also a natural human BS-meter. :) (like every good teacher is).
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Friday, February 17, 2017
Why do Science Teachers Leave a School?
“Why do scienceteachers leave a school?” or
Numbers Say: The High School Physics Teachers Shortage Will Be Fixed In 130 Years.
that too many of teachers leave
the profession, and too few qualified professionals go into the profession.
If we assume that our
calculations are correct, and The Guardian is right, the focus has to be shifted
from teacher preparation to teacher retention and professional
development of in-service teachers.
The next natural question to
ask is why do teachers leave a school?
In the context of this
publishing we should rephrase the question to: “Why do science teachers
leave a school?”
What do we do these days when
we need to find an answer to a question?
We Google it!
But what does it mean if even Google does not have an answer?
It simply means there is no
data on this matter; no one publishes on this matter; no one study this matter.
I could have been speculating
and offering my own opinions, but why would anyone take my speculations
That is why I just stop here.
But if anyone would like to
share their thoughts, please just post your comment!
“Why do science teachers
leave a school?”
From David Meltzer
On the number of high school students taking physics
Susan White and Casey Langer Tesfaye, High School Physics
Courses & Enrollments: Results from the 201213 Nationwide Survey of High
School Physics Teachers (AIP, College Park,
This report examines enrollments in high school physics during the
201213 school year.
From Jane Jackson
Why do teachers leave? Teacher morale has plummeted in recent years, with educators saying that school reform has made them the scapegoat for problems in public education.
According to a Sept. 2016 report by the Learning Policy Institute at Stanford University, most teachers who leave do so because of dissatisfaction ranging from physical conditions such as class sizes, facilities, and classroom resources ‹ to unhappiness with administrative practices, such as lack of support, classroom autonomy, or input to decisions ‹ to policy issues, such as the effects of testing and accountability. Assessments & accountability measures are the biggest dissatisfactions.
Reducing attrition by half could virtually eliminate shortages.
Fewer people are entering teacher preparation programs. Enrollments are down 35 percent and graduates dropped by 23 percent between 2009 and 2014.
Jane Jackson makes a good point. Still, would be useful to see the ranking (!) of the factors of the teacher dissatisfaction. Also, the reports (one of which is thishttps://learningpolicyinstitute.org/product/solving-teacher-shortage)do not go beyond recommendation which have been offered in many previous reports and document. If those recommendations had not worked in the past, why would they suddenly start working this time?
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