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Creating a framework for the recruitment and retention of racially diverse teacher candidates in teacher preparation
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Gordon, Edmund Wyatt. Creating a framework for the recruitment and retention of racially diverse teacher candidates in teacher preparation. Retrieved from https://doi.org/doi:10.7282/t3-zbvk-ca97

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TitleCreating a framework for the recruitment and retention of racially diverse teacher candidates in teacher preparation
NameGordon, Edmund Wyatt (author); O'Donnell, Angela (chair); Battey, Dan (internal member); Ramsey, Paul A (internal member); Rutgers University; Graduate School of Education
Date Created2019
Other Date2019-10 (degree)
SubjectDesign of Learning Contexts, Teacher preparation, Inclusive education
Extent1 online resource (xi, 167 pages)
DescriptionElementary and secondary teaching is the largest occupation in the United States (Ingersoll & Merrill, 2017). Teacher preparation programs serve as the entryway for teachers into the profession and have experienced more than a 30 percent decline in enrollments since 2008 (Office of Postsecondary Education, 2015). Declining enrollment and funding at teacher preparation programs create a difficult landscape for the recruitment and retention of racially diverse teacher candidates (ACT, 2015). Frameworks that promote effective recruitment and retention strategies need to be created to allow for resources to be used effectively and efficiently (American Association of Colleges for Teacher Education, 2013). There are examples of program designs (or elements of program designs) at teacher preparation programs that are effective at recruiting and retaining racially diverse teacher candidates. As such, it is important to identify and analyze these designs in order to understand how the embodiment of core principles leads to effective outcomes. Using qualitative methods (semi-structured interviews and content analysis), this dissertation contextualizes and problematizes the issue of racial diversity in the teaching workforce, identifies teacher preparation programs that are effective at recruiting and retaining racially diverse teachers, and highlights aspects of program design that lead to successful recruitment and retention. The analysis is grounded in the theoretical framework of critical race theory for education developed by Ladson-Billings and Tate (1995). It also is grounded in the framework of learner-centered design articulated by Quintana (2006), and the concepts of conjecture mapping and argumentative grammar developed by Sandoval (2014).
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-zbvk-ca97
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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