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Full Product Details

Author:   Lynnette Mawhinney ,  Carol R. Rinke ,  Christopher Day
Publisher:   Rutgers University Press
Imprint:   Rutgers University Press
Dimensions:   Width: 15.20cm , Height: 1.00cm , Length: 22.90cm
Weight:   0.003kg
ISBN:  

9780813595276

ISBN 10:   0813595274
Pages:   186
Publication Date:   25 January 2019
Audience:   Professional and scholarly ,  Professional and scholarly ,  Professional & Vocational ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contents Foreword Introduction: Walking in Through the Out Door: Professional Trajectories of Urban Teachers PART I: The Dynamics of Teacher Attrition 1          Push and Pull in Career Development PART II: Structural Factors in Teacher Attrition 2          The Struggle is Real: Administrators, Teachers, and The System 3          Wading Through the Waters: Exhaustion, Stress, and Disillusionment with Teaching 4          Where Has All the Job Security Gone? PART III: The Personal and the Professional in Teacher Attrition 5          You Don’t Fit Here: Teachers of Color Coping with Racial Microaggressions in Schools 6          Negotiating Gendered and Cultural Expectations on a Teacher’s Salary: The Mediating Role of Identity 7          I Just Feel So Guilty: The Role of Emotions in Leaving PART IV: Addressing Teacher Attrition 8          Closing the Revolving Door: Teacher Leavers’ Final Lesson for the Profession Acknowledgments Bibliography Index  

Reviews

Mawhinney and Rinke's focus on teachers who have voluntarily left classroom teaching prior to retirement is unique. This well-crafted study fills a void in the current literature. --Tachelle Banks coeditor of Teaching Students Who are Disturbed and Disturbing: An Integrative Approach

Mawhinney and Rinke's focus on teachers who have voluntarily left classroom teaching prior to retirement is unique. This well-crafted study fills a void in the current literature.

""Mawhinney and Rinke's focus on teachers who have voluntarily left classroom teaching prior to retirement is unique. This well-crafted study fills a void in the current literature.""— Tachelle Banks, coeditor of Teaching Students Who are Disturbed and Disturbing: An Integrative Approach ""How real is ‘Abbott Elementary?’ A former Philadelphia school teacher weighs in""— The Conversation ""How real is ‘Abbott Elementary?’ A former Philadelphia school teacher weighs in""— The Conversation ""Mawhinney and Rinke's focus on teachers who have voluntarily left classroom teaching prior to retirement is unique. This well-crafted study fills a void in the current literature.""— Tachelle Banks, coeditor of Teaching Students Who are Disturbed and Disturbing: An Integrative Approach

How real is 'Abbott Elementary?' A former Philadelphia school teacher weighs in -- The Conversation Mawhinney and Rinke's focus on teachers who have voluntarily left classroom teaching prior to retirement is unique. This well-crafted study fills a void in the current literature. --Tachelle Banks coeditor of Teaching Students Who are Disturbed and Disturbing: An Integrative Approach

Author Information

LYNNETTE MAWHINNEY is an associate professor and chair of the department of curriculum and instruction at the University of Illinois at Chicago. She is the author or coeditor of several titles, including of Teacher Education across Minority-Serving Institutions: Programs, Policies, and Social Justice (Rutgers University Press).   CAROL R. RINKE is associate professor of education and assistant dean for social and behavioral sciences at Marist College in Poughkeepsie, New York, where she also coordinates the Marist Center for Social Justice Research. She is the author of Why Half of Teachers Leave the Classroom.

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