重新思考教师流动:对学校不稳定的纵向测量
Jennifer Jellison Holme1, Huriya Jabbar1, Emily Germain1
1The University of Texas at Austin, Austin, TX.
概括
这项研究引入了一种新的教师流动指标类型,以更好地了解学校的员工不稳定性. 批判性地评估测量是定义和解决教师流动问题的关键.
科学领域:
- 教育政策 教育政策
- 教育测量教育的测量
- 组织行为 组织行为
背景情况:
- 对教师流动模式和原因进行了广泛的研究.
- 然而,对于用于定义和理解教师流动量的指标缺乏批判性审查.
- 衡量营业额的方式显著塑造了对问题的理解和定义.
研究的目的:
- 批判性地检查现有的教师流动率指标.
- 提出一个新的教师流动性指标类型,包括新的方法.
- 用现实数据来说明这些措施的应用和实用性.
主要方法:
- 概念论文概述了教师流动性指标的类型学.
- 在审查现有措施的同时,制定新的措施.
- 使用德克萨斯州10年行政数据的实证说明.
主要成果:
- 拟议的类型分类了各种教师流动率指标.
- 使用德克萨斯州数据的插图表明,不同的措施如何揭示员工不稳定的不同方面.
- 具体措施可以识别面临严重人力资源挑战的学校.
结论:
- 准确的测量对于理解教师流动的多面性质至关重要.
- 开发的类型和措施为研究人员和政策制定者提供了有价值的工具.
- 这些措施的应用可以带来更有针对性的干预措施,以解决学校人事问题.
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