Motivated by shifting demographics and the persistently low academic performance of Latinas/os in U.S. schools, the authors examine factors that influence the recruitment and retention of Latina/o teachers. Applying Latina/o critical race theory and cross-case analysis to data collected from three groups of Latinas/os at distinct points in the teacher pipeline—high school students, undergraduate preservice teachers, and inservice teachers—the authors conclude that the perspectives and experiences of Latinas/os differ significantly from the dominant narrative on teacher recruitment and retention, which is largely defined by White teachers’ career histories. The findings of this study serve as an important race- and culture-conscious counternarrative that can inform efforts to systematically diversify the teaching profession.

Teach for América The Latinization of U.S. Schools and the Critical Shortage of Latina/o Teachers

This thesis provided a systematic comparison of Religious Education (RE) as it has evolved in the secondary school curriculum of Scotland and Malawi, between 1970 and the present day (2010). It sought to draw analogies and, where valid, to indicate significant points of difference regarding key issues that underpin this development between two countries that also have a historical relationship dating back to 1859. This was a qualitative study which used the phenomenological research method. In both countries data was collected through field-based research using key informant interviews (n60), relevant documents and school surveys. 

The conceptual framework of the thesis was based on concepts and issues in the discourse of contemporary RE. The constant comparison strategy of data analysis was implemented in exploring issues that emerged in the research. To further facilitate the analysis of secondary school RE in Scotland and Malawi a thematic approach was adopted in which six key issues were identified and investigated. The first explored the historical problem of underdevelopment in RE. The second examined motives that engendered reforms in the RE curriculum. The third described the various curriculum changes in RE during the period under study. The fourth discussed contested spaces related to the micro-politics of RE. The fifth surveyed the level of provision in RE in different school contexts. The sixth and last assessed the current state of RE.
 
The findings of this study suggested that despite some points of difference, there was greater similarity on salient issues that underpinned the nature of secondary school RE in the two countries, in areas such as the need for curriculum reform, micro-politics of reform, provision in schools and status of the subject. Given the challenges the subject faces in both Scotland and Malawi, the study concluded that without government intervention and support from other key stakeholders RE will continue to be regarded as a marginal curriculum subject.

A comparative study of religious education in Scotland and Malawi with special reference to developments in the secondary school sector, 1970-2010

In this groundbreaking book, James C. Conroy and his team of researchers and scholars address the complex but important question of efficacy in Religious Education (RE). The book is based on the fi...

Does religious education work? A multidimensional investigation

3 DEDICATION 4 ACKNOWLEGEMENTS 5 LIST OF TABLES 13 LIST OF FIGURES 14 CHAPTER ONE: INTRODUCTION 15 Background to the Problem 15 Research Gap 24 Statement of the Problem 28 The Purpose of the Study 29 Guiding Research Questions 30 Significance of the Study 31 Definitions of Terms 32 Research Plan 33 Overview of the Study 35 CHAPTER TWO: LITERATURE REVIEW 37 Introduction 37 Theoretical Framework 39 Bandura’s Social Learning Theory. 40

/pdf/novice-rural-new-york-state-teacher-perceptions-of-their-1zt2syvnpd.pdf

Novice, rural new york state teacher perceptions of their classroom management and how these perceptions affect their job satisfaction and retention

The study aimed to trace teachers’ role behaviors that religious teachers perceive as mandatory versus discretionary and non-prescribed at work. Based on interviews with 15 teachers working in the Israeli religious state education, it was found that teaching the subject matter, preparing students for national exams, encouraging students to learn, and teaching religious values unrelentingly is perceived as in-role tasks, while helping students and colleagues, committing to the school as a whole, and refraining from wasting learning time is perceived as extra-role activities. Most interesting is the impact of Jewish heritage and belief on our interviewees’ tendency to perform extra-role activities.

The Teacher's Extra-Role Behaviors: Some Illuminations from a Study of the Israeli Religious State Education System

The authors dedicate this article to the memory of Canon Gordan Pavey 1919–2007: priest, teacher and loving friend. This article reports on an investigation into the retention of secondary religious education teachers trained at one institution over a ten‐year period. The initial hypothesis was that many of these teachers would no longer be teaching, or would no longer be teaching religious education. However, the authors found that a high percentage of respondents were still teaching religious education. The article then analyses the ‘push’ and ‘pull’ factors that underlie this finding. Factors affecting retention are described and illustrated, making extensive use of qualitative data. The authors found that the overriding reason for continuing to teach religious education, despite the discouragements, was commitment to the subject: love of subject, belief in the value of the subject for pupils, a sense of vocation. The authors suggest therefore that, should these findings be replicated in other studies,...

Where have all the flowers gone? An investigation into the retention of religious education teachers

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Where have all the flowers gone? An investigation into the retention of religious education teachers