東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

A Teacher Shortage and Lack of Representation in the Classroom: A Neoliberal and Critical Race Study of the Broken Teacher Pipeline and the Impact on Education Majors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Teacher Shortage and Lack of Representation in the Classroom: A Neoliberal and Critical Race Study of the Broken Teacher Pipeline and the Impact on Education Majors./
Author:	Piotrowski, Sara Christine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	173 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28319403
ISBN:	9798522912024

A Teacher Shortage and Lack of Representation in the Classroom: A Neoliberal and Critical Race Study of the Broken Teacher Pipeline and the Impact on Education Majors.
Piotrowski, Sara Christine.

A Teacher Shortage and Lack of Representation in the Classroom: A Neoliberal and Critical Race Study of the Broken Teacher Pipeline and the Impact on Education Majors. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 173 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ph.D.)--Illinois State University, 2021.

This item must not be sold to any third party vendors.

Teacher education attrition is a largely understudied topic, especially from the perspective of the college student. What factors prevented education majors from graduating with a teaching degree? There are countless studies about teacher attrition within the first five years in the classroom (DeAngelis et al., 2013; Kopkowski, 2008; Office of Postsecondary Education [OPE], 2015), but the research is sparse when it comes to the retention rate of education majors. Why do students get accepted and enter college as education majors and then not graduate with a degree to become a teacher? The purpose of this study was to consider factors influencing teacher candidates who drop their education major before becoming a K-12 or high school teacher. By studying why college students who major in teacher education programs are not able to successfully complete their program, this research provides reasons why this happens, when it happens, and how to better support these college students. This study highlights how the leaky teacher pipeline, the teacher shortage, the impact on K-12 and secondary teachers, the impact on colleges of education, and the lack of diversity in education could all be improved by addressing the experiences of teacher education majors. This study found itself situated between two competing and contrasting conceptual frames. Neoliberalism and the critical frameworks guided the fundamental questions surrounding teacher education attrition. Are fewer people becoming teachers because it simply costs too much to go to college, and teaching positions are not glamorous and do not pay well? That would be the neoliberal way of approaching the question. Conversely, the critical framework would ask the question in terms of the diminished "pool" of perspective teachers, particularly those of color. Since desegregation, the field of education has been increasingly dominated by white educators and now fewer people overall want to be teachers. The National Center for Education Statistics ([NCES], 2016b) stated that for the 2015-2016 school year, public school teachers were 76.6% female and 80.1% white. These two frameworks helped to not only craft the research questions, but also juxtaposed this complex issue. This study will explore why some individuals who want to teach when arriving at a college campus do not become licensed teachers.

ISBN: 9798522912024Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Critical race theory

A Teacher Shortage and Lack of Representation in the Classroom: A Neoliberal and Critical Race Study of the Broken Teacher Pipeline and the Impact on Education Majors.
LDR:03711nmm a2200397 4500 001 2350995
005 20221107085226.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798522912024
035 $a (MiAaPQ)AAI28319403
035 $a AAI28319403
040 $a MiAaPQ $c MiAaPQ
100 1 $a Piotrowski, Sara Christine. $3 3690535
245 1 0 $a A Teacher Shortage and Lack of Representation in the Classroom: A Neoliberal and Critical Race Study of the Broken Teacher Pipeline and the Impact on Education Majors.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 173 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
500 $a Advisor: Renn, Dianne.
502 $a Thesis (Ph.D.)--Illinois State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Teacher education attrition is a largely understudied topic, especially from the perspective of the college student. What factors prevented education majors from graduating with a teaching degree? There are countless studies about teacher attrition within the first five years in the classroom (DeAngelis et al., 2013; Kopkowski, 2008; Office of Postsecondary Education [OPE], 2015), but the research is sparse when it comes to the retention rate of education majors. Why do students get accepted and enter college as education majors and then not graduate with a degree to become a teacher? The purpose of this study was to consider factors influencing teacher candidates who drop their education major before becoming a K-12 or high school teacher. By studying why college students who major in teacher education programs are not able to successfully complete their program, this research provides reasons why this happens, when it happens, and how to better support these college students. This study highlights how the leaky teacher pipeline, the teacher shortage, the impact on K-12 and secondary teachers, the impact on colleges of education, and the lack of diversity in education could all be improved by addressing the experiences of teacher education majors. This study found itself situated between two competing and contrasting conceptual frames. Neoliberalism and the critical frameworks guided the fundamental questions surrounding teacher education attrition. Are fewer people becoming teachers because it simply costs too much to go to college, and teaching positions are not glamorous and do not pay well? That would be the neoliberal way of approaching the question. Conversely, the critical framework would ask the question in terms of the diminished "pool" of perspective teachers, particularly those of color. Since desegregation, the field of education has been increasingly dominated by white educators and now fewer people overall want to be teachers. The National Center for Education Statistics ([NCES], 2016b) stated that for the 2015-2016 school year, public school teachers were 76.6% female and 80.1% white. These two frameworks helped to not only craft the research questions, but also juxtaposed this complex issue. This study will explore why some individuals who want to teach when arriving at a college campus do not become licensed teachers.
590 $a School code: 0092.
650 4 $a Teacher education. $3 3172312
650 4 $a Higher education. $3 641065
650 4 $a Education policy. $3 2191387
650 4 $a Teaching. $3 517098
650 4 $a Multiculturalism & pluralism. $3 3558958
650 4 $a Trends. $3 3560051
650 4 $a Secondary schools. $2 bicssc $3 1556944
653 $a Critical race theory
653 $a Diversity
653 $a Lack of representation
653 $a Neoliberalism
653 $a Teacher preparation
653 $a Teacher pipeline
653 $a Teacher shortage
690 $a 0530
690 $a 0745
690 $a 0458
710 2 $a Illinois State University. $b Department of Educational Administration and Foundations: Educational Administration. $3 2099240
773 0 $t Dissertations Abstracts International $g 83-02A.
790 $a 0092
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28319403