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Your search keyword '"Benton, Amy L."' showing total 23 results
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23 results on '"Benton, Amy L."'

3. Woman in the Mirror: Making the Change, Professional Identity Development in K-20 Teachers

Author

Sedivy-Benton, Amy L., Leland, Katrina M., and Pinneo, Lundon A.

Abstract

Teacher education is a field that is often under scrutiny as a field whose professionals are underqualified or being staffed by individuals who do not care. This work explores the experiences of three teacher educators, how they came to their profession, and how they found both their communities of practice and their professional identities. Their notions of self and their professional identities are far from solidified and still unfolding, suggesting that professional identity is a cyclical process, rather than linear. Key themes that emerged in their trajectories include critical incidents, resiliency, and transformational learning. [For the complete proceedings, see ED590245.]

Published
2018

4. Writing Between the Lines

Author

Holtz, Jennifer K., Sedivy-Benton, Amy L., and Boden-McGill, Carrie J.

Abstract

Working toward promotion and tenure (P&T) is a large part of working as a faculty member at an institution of higher education. Through this process one provides evidence of contribution to the overall scholarly body of knowledge. However, this is affected by changes to cultural norms, administrative processes, and institutional expectations. Each of these items influences the P&T process and how individual faculty members must navigate this process. Based on the literature and described through perspectives from different universities, key strategies are identified to help others find success in an ever-changing environment. These include an awareness of the hidden curriculum, norms, beliefs, and perceptions. [For the complete proceedings, see ED576985.]

Published
2017

11. Unpacking the Effects: Identifying School and Teacher Factors and Their Influence on Teachers' Intentions to Stay or Leave the Profession

Author

Sedivy-Benton, Amy L. and Boden-McGill, Carrie J.

Abstract

Teacher turnover is costly in its financial implications and negative impact on student learning. Documented in many recent studies many teachers choose to transfer to a more preferable work setting or leave the field. For this study, the researchers conducted an analysis of the most recent School and Staffing Survey (SASS) data from the National Center for Education Statistics. Analysis methods entailed implementing a nested design using Hierarchal Linear Modeling and yielded results that indicated school level contextual factors such as teacher influence on school, teacher perception of control, and teacher perceived support played a significant role in teachers' intentions to leave or remain in the field. An understanding of these factors allows policymakers and administrators to implement practices to improve work environments for teachers. Retaining good teachers is a key to improve teacher and school quality nationwide.

Published
2012

22. Unpacking the Effects: Identifying School and Teacher Factors and Their Influence on Teachers' Intentions to Stay or Leave the Profession.

Author

Sedivy-Benton, Amy L. and Boden-McGill, Carrie J.

Subjects
TEACHER turnover, TEACHER retention, TEACHER transfer, TEACHER mobility, LEARNING, EDUCATIONAL quality
Abstract

Teacher turnover is costly in its financial implications and negative impact on student learning. Documented in many recent studies many teachers choose to transfer to a more preferable work setting or leave the field. For this study, the researchers conducted an analysis of the most recent School and Staffing Survey (SASS) data from the National Center for Education Statistics. Analysis methods entailed implementing a nested design using Hierarchal Linear Modeling and yielded results that indicated school level contextual factors such as teacher influence on school, teacher perception of control, and teacher perceived support played a significant role in teachers' intentions to leave or remain in the field. An understanding of these factors allows policymakers and administrators to implement practices to improve work environments for teachers. Retaining good teachers is a key to improve teacher and school quality nationwide. [ABSTRACT FROM AUTHOR]

Published
2012

23. Significant Factors for Teachers' Intentions to Stay or Leave the Profession: Teacher Influence on School, Perception of Control, and Perceived Support.

Author

Sedivy-Benton, Amy L. and Boden McGill, Carrie J.

Subjects
TEACHER selection, EJECTION (Psychology), WORK environment, TEACHER turnover, TENURE of teachers
Abstract

Teacher turnover is costly in its financial implications and negative impact on student learning. Recent studies demonstrate that many teachers choose to transfer to a more preferable work setting or leave the field. Data from the most recent complete Schools and Staffing Survey 2007-2008 (SASS) by NCES indicate that contextual factors such as teacher influence on school, teacher perception of control, and teacher perceived support play a significant role in teachers' intentions to leave or remain in the field. An understanding of these factors allows policymakers and administrators to implement practices to improve work environments for teachers, and hence, to increase teacher's intentions to stay in the field. Retaining good teachers is a key to improve teacher and school quality nationwide. [ABSTRACT FROM AUTHOR]

Published
2012

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