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Creating a framework for the recruitment and retention of racially diverse teacher candidates in teacher preparation
Descriptive
TitleInfo
Title
Creating a framework for the recruitment and retention of racially diverse teacher candidates in teacher preparation
TitleInfo
(type = alternative)
Title
Recruitment and retention framework for teacher preparation
Name
(type = personal)
NamePart
(type = family)
Gordon
NamePart
(type = given)
Edmund Wyatt
NamePart
(type = date)
1985-
DisplayForm
Edmund Wyatt Gordon
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(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
O'Donnell
NamePart
(type = given)
Angela
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Angela O'Donnell
Affiliation
Advisory Committee
Role
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chair
Name
(type = personal)
NamePart
(type = family)
Battey
NamePart
(type = given)
Dan
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Dan Battey
Affiliation
Advisory Committee
Role
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(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Ramsey
NamePart
(type = given)
Paul A
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Paul A Ramsey
Affiliation
Advisory Committee
Role
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(authority = RULIB)
internal member
Name
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Rutgers University
Role
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(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School of Education
Role
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school
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Text
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theses
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DateCreated
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2019
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(type = degree)
2019-10
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2019
Language
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English
Abstract
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Elementary 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).
Subject
(authority = RUETD)
Topic
Design of Learning Contexts
Subject
(authority = local)
Topic
Teacher preparation
Subject
(authority = LCSH)
Topic
Inclusive education
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
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ETD_10088
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application/pdf
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text/xml
Extent
1 online resource (xi, 167 pages)
Note
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Ed.D.
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Includes bibliographical references
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Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier
(type = doi)
doi:10.7282/t3-zbvk-ca97
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Gordon
GivenName
Edmund
MiddleName
Wyatt
Role
Copyright Holder
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Type
Permission or license
DateTime
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2019-06-21 09:57:38
AssociatedEntity
Name
Edmund Gordon
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
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Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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ETD
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windows xp
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2019-07-05T14:46:23
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2019-07-05T14:46:23
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