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Relevant bibliographies by topics / Teacher shortages

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Academic literature on the topic 'Teacher shortages'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Teacher shortages"

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Sutcher, Leib, Linda Darling-Hammond, and Desiree Carver-Thomas. "Understanding teacher shortages: An analysis of teacher supply and demand in the United States." education policy analysis archives 27 (April 8, 2019): 35. http://dx.doi.org/10.14507/epaa.27.3696.

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This paper reviews the sources of and potential solutions to teacher shortages in the United States. It describes the sources of current and projected increases in teacher demand relative to enrollments, shifts in pupil-teacher ratios, and attrition. It places these in relation to recent declines in teacher supply and evaluates evidence of shortages in fields like mathematics, science, special education, and educators for English learners, as well as in particular parts of the country. Our analysis using national databases through 2016 predicted an estimated annual teacher shortage of approximately 112,000 teachers in 2017-18. Our recent review of state teacher workforce reports estimated 109,000 individuals were uncertified for their teaching positions in the US in 2017, roughly approximating our projections. We discuss the factors driving shortages and, based on previous research, identify responses that might ameliorate these trends.

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Damar, Ebru A. "Identifying Motivational Factors of Pre-service EFL Teachers." Academic Journal of Interdisciplinary Studies 7, no. 1 (March 1, 2018): 147–51. http://dx.doi.org/10.2478/ajis-2018-0015.

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Abstract For over sixty years what motivates individuals to become teachers and how they perceive teaching as a career have been investigated through a growing body of research. The underlying reasons for the research are mostly the problems of teacher shortages and teacher quality. To maintain informed and intelligent generations, teacher quality and teaching cover an important ground in the development of many countries all around the world. The issue of teacher shortages and teacher quality not only differs from one country to another but also from one field to another. In this regard, English language teaching (ELT) is one of the fields that experience teacher shortage and teacher quality issues in Turkey than other teaching fields. Therefore, this study aimed to explore the motivations of pre-service EFL teachers for choosing ‘teaching as a profession and their perceptions about teaching career’. A total of 210 preservice EFL (English as a Foreign Language) teachers voluntarily participated in the study. The data was gathered by utilizing a motivation scale. The results revealed that prior experiences as a learner, social utility values were the most significant motivation factors for teacher trainees. The findings were discussed in relation to language teacher education.

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Cowan, James, Dan Goldhaber, Kyle Hayes, and Roddy Theobald. "Missing Elements in the Discussion of Teacher Shortages." Educational Researcher 45, no. 8 (November 2016): 460–62. http://dx.doi.org/10.3102/0013189x16679145.

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Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evidence of teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged). We therefore discuss public policies that contribute to these specific shortages and potential solutions.

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McHenry-Sorber, Erin, and Matthew P. Campbell. "Teacher shortage as a local phenomenon: District leader sensemaking, responses, and implications for policy." education policy analysis archives 27 (July 29, 2019): 87. http://dx.doi.org/10.14507/epaa.27.4413.

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While the teacher shortage is a national crisis, the manifestations of the shortage are felt most acutely at the local district level. The diversity of these micro-contexts often leads to disparities in the ways local school systems are served by large-scale initiatives. District leaders provide an important lens for understanding the localized manifestation of teacher shortages. This research contributes to the existing macro-level literature on teacher shortages through investigation of the ways in which district leaders in West Virginia make sense of and respond to the teacher shortage. As part of a broader study, we share analyses of interviews with seven district leaders across five county school districts and highlight the ways in which leaders made sense of the phenomenon in paradoxical ways, both in terms of the most salient causes as well as the perceived locus of control in addressing the teacher shortage. Findings also highlight the way district leader sensemaking led to action, with responses differing based on relative affordances of metropolitan versus rural contexts. We conclude with implications for policy and research to further understand the local nature of teacher shortages and to address the problem, particularly in rural contexts underserved by current research and policy.

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Wilson, Andrew, and Richard Pearson. "The Problem of Teacher Shortages." Education Economics 1, no. 1 (January 1993): 69–75. http://dx.doi.org/10.1080/09645299300000009.

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Ng, Jennifer C. "Teacher Shortages in Urban Schools." Education and Urban Society 35, no. 4 (August 2003): 380–98. http://dx.doi.org/10.1177/0013124503255453.

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Ingersoll, Richard M. "Teacher Turnover and Teacher Shortages: An Organizational Analysis." American Educational Research Journal 38, no. 3 (January 2001): 499–534. http://dx.doi.org/10.3102/00028312038003499.

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Berry, Barnett, and Patrick M. Shields. "Solving the teacher shortage." Phi Delta Kappan 98, no. 8 (May 2017): 8–18. http://dx.doi.org/10.1177/0031721717708289.

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Two decades ago, at a time when much of the country faced looming teacher shortages, a number of states invested in comprehensive strategies for strengthening the teaching profession. For example, and drawing upon recommendations from the National Commission on Teaching & America’s Future, both California and North Carolina built statewide teacher recruitment centers, launched new mentoring and induction programs for beginning teachers, and created incentives for veteran teachers to seek national board certification. However, while such efforts were successful, they were gradually dismantled, mainly for political reasons — and it will take effective political advocacy to reinstate them.

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Darling-Hammond, Linda, and Anne Podolsky. "Breaking the cycle of teacher shortages: What kind of policies can make a difference?" education policy analysis archives 27 (April 8, 2019): 34. http://dx.doi.org/10.14507/epaa.27.4633.

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Teacher shortages have recurred in the United States over many decades. This article introduces a special issue of EPAA that seeks to better understand the factors that contribute to the insufficient supply and inequitable distribution of qualified teachers, as well as the recurrences of teacher shortages. Together, the six articles in this issue help provide an empirical understanding of the current state of the supply, demand, and distribution of America’s public school teachers. This lead article provides an overview of the current status of teaching in the U.S. and outlines the volume’s findings about the key contributors to teacher supply, demand, and shortages of qualified teachers; the subject areas and locations in need of teachers; the determinants of high turnover for particular types of teachers; promising policies to recruit and keep teachers; and states’ attention to these policies. We hope the findings from this volume enable a better understanding of the obstacles and solutions to providing all students with high-quality teachers.

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Stephen, Heather. "Nurse teacher shortages threaten training quality." Nursing Standard 13, no. 7 (November 4, 1998): 7. http://dx.doi.org/10.7748/ns.13.7.7.s10.

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Dissertations / Theses on the topic "Teacher shortages"

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Fung, Chi-kuen Eric. "A study of teacher shortages and the government's response in Hong Kong." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17506499.

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Wilde, Laura Michelle. "Implications of Academic Pathway to Teaching in Utah: Does Alternative Certification Alleviate Teacher Shortages?" BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8111.

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The Academic Pathway to Teaching (APT) licensure was introduced in 2016 to expand the supply of teachers in Utah. Since then, there has been no formal evaluation of the licensure or the teachers teaching with an APT license. The goals of this study were to explore the effects of the APT licensure on teacher turnover in Utah and to analyze how mentoring experience and teacher self-efficacy were related to the attrition of this population of teachers. This mixed-methods study used data from the Utah State Board of Education to calculate rates of teacher turnover of APT candidates (N=456) for each cohort and school year from 2016-17 to 2017-18. In addition, a survey was sent to current and previous APT candidates with questions on mentoring, self- efficacy, and opinions of the licensure. By their second year of teaching, 41% of the 2016-17 cohort had left teaching in Utah or moved schools. The 2017-18 cohort had a teacher turnover rate of 16%. Although analyses of variance of survey items found no relationship between self- efficacy and attrition, they did find that APT candidates who were still teaching had significantly more frequent and impactful mentoring experiences. Furthermore, data from the open-ended survey responses supported these findings and identified another variable related to the success of APT candidates: previous teaching experience. Although this study is limited by a small survey respondent group of APT candidates who had left teaching (N=13), the implications of this research can shape inform policy decisions regarding alternative certification in Utah.

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Fung, Chi-kuen Eric, and 馮志權. "A study of teacher shortages and the government's response in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31964928.

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Manias, Nicholas. "The baccalaureate community colleges in Florida : a policy evaluation." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002050.

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McKinnon, Gregory Colin, and n/a. "Supply of faculty teachers to individual high schools within the A.C.T. Schools' Authority, over the period 1983-1984 : an analysis of needs satisfaction." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061003.122421.

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This dissertation investigates the supply of and demand for High School teachers, working in prescribed faculty areas in Government schools in the A.C.T., over the period from January 1983 to July 1984, for all new temporary teachers appointed to the Service. Statistical details of vacancies for assistant teachers, in the 12 defined faculties of this study, were obtained from the Assistant Principals (Staffing) of the 17 A.C.T. High Schools, as well as from records maintained by the Staffing Officers of the A.C.T. Schools Office. The levels of High School teacher demand, for the period under investigation, are compared with similar statistics obtained for previous years in the A.C.T., as well with other Australian and international figures on teacher supply and demand. Through these comparisons, suggestions are made regarding emerging trends of teacher shortage, in particular faculty areas. Historical parallels are presented to supplement these arguments and to give underlying reasons for the projections that are made. The potential supply of faculty teachers over the period is investigated through an analysis of teacher faculty waiting lists. Numbers from these lists are compared with the actual demand statistics previously collected and a potential supply to vacancy ratio collected for each faculty area. A major part of the study is the construction of supply satisfaction indices, under the headings of: "Overall Satisfaction, Teaching Skills, Academic Qualifications, Other Requirements and Recruitment". These indices were derived from Likert type rating scales completed by the Assistant Principals, in respect of each of the 397 temporary teachers employed. After obtaining an average rating in each faculty, for the five measures of satisfaction, as determined by the Assistant Principals, observations are made as to how closely these indices match the corresponding potential supply indices. Particular emphasis is placed on the comparisons between the recruitment satisfaction index (i.e. - how quickly recruitment was expedited) and the potential supply ratio for each faculty. Reasons are advanced for any significant differences detected, and the overall findings interpreted in terms of possible future trends. The study concludes with an analysis of factors affecting the market for teachers. Recommendations are made for future planning that may offset problems which were detected in the A.C.T. market for High School teachers.

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Dwinal, Mallory A. "Teach for America and rural southern teacher labour supply : an exploratory case study of Teach for America as a supplement to teacher labour policies in the Mississippi-Arkansas Delta, 2008-2010." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:ec68169b-bf6c-4659-82a9-3fe8be3fa883.

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The recent growth of Teach For America (TFA) has enabled it to substantially expand the teacher labour supply in many rural Southern communities, one of its largest and fastest-growing partnership subsets. Though it is generally accepted that these areas face more severe teacher shortages than most other regions in the country, there is little research as to how these staffing challenges arise or how they might be resolved; TFA’s potential to grow the rural Southern teacher supply thus signals a promising opportunity in need of further research. This work offers a case study of teacher labour outcomes in the Mississippi-Arkansas Delta, TFA’s oldest and largest rural Southern partnership site. In this region, local schools have experienced a 600 per-cent increase in corps member presence since 2008; consequently, TFA provided anywhere from a quarter to a half of the area’s new teacher labour supply each year from 2008 to 2010. A mixed-methods analysis illuminates both the causes of Delta teacher shortages and TFA’s potential to address these vacancies. Within the Delta, local schools face chronic teacher shortages because the communities they serve are overwhelmingly poor, geographically isolated, and racially segregated. TFA appears to have targeted the Delta communities where teacher labour policies have systematically fallen short, as it partners with districts bearing the greatest share of the region’s aggregate teacher vacancies. Additional statistical testing reveals that amongst these hard-to-staff districts, TFA has further focussed its resources into the schools that serve more rural, less educated, and/or predominantly African American populations. In this way, TFA funnels its corps members into the very districts where state reform efforts have struggled most, thus serving as a powerful resource for realigning ‘sticky’ outcomes in the most hard-to-staff Delta school districts. These findings notwithstanding, closer examination reveals significant drawbacks and limitations to current TFA outcomes in the rural Southern Delta. TFA does not saturate hard-to-staff school districts enough to produce statistically significant changes in local teacher vacancy rates. Instead, the programme appears to have established an unofficial threshold for the number of teachers placed per district; once this ceiling has been reached, additional corps members are funnelled into a new area regardless of the original district’s remaining need. Additionally, there is no long-term ‘exit strategy’ to help Delta districts employing TFA corps members to eventually cultivate their own high-quality teacher labour supply, thus leaving them perpetually dependent on TFA to staff their classrooms. Preliminary evidence suggests that state governments could address these shortcomings through 1) increased financial support for TFA to fully saturate vacancies in current partnership districts, as well as 2) the simultaneous development of grow-your-own teacher certification programmes in rural Delta districts. The evidence suggests that these two strategies would improve TFA as a targeted teacher recruitment strategy for hard-to-staff communities both in the Delta and across the programme’s nine other rural Southern partnership sites.

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Hayes, Gloria. "The teacher shortage factors that influence the recruitment, retention, and attrition of teachers in selected Mississippi teacher shortage areas /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-08132008-101558.

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Magano, Florence Lesedi. "A review of strategies to address the shortage of Science and Mathematics educators in grades 10-12." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43155.

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For an education system to function effectively it is important that its planning functions are executed effectively and efficiently. Among others this implies that the system must know what the teacher supply and demand is and how it will change in time. If the teacher supply and demand is known it could result in sound intervention strategies being developed and implemented. Education planners will be able to plan for the number of bursaries to be awarded and in which subject fields; it will be known how many foreign teachers to employ and for which subjects. This is the basic rationale that underpins this study. This study explored the problem of teacher demand and supply in the Further Education and Training (FET) phase (Grades 10 to 12) in South Africa and offers a critical analysis of strategies adopted by Provincial Education Departments in an endeavour to diminish the demand for teachers, specifically for Mathematics and Science, in rural and poor schools. Initially the study involved a secondary data analysis to extrapolate the demand and supply of teachers in Mathematics and Science over the next ten years. The first key finding of the study was that the data needed for such an analysis does not exist in any reliable form that would facilitate the development of such a projection. What the study had to rely on was anecdotal evidence that suggests that a shortage of Mathematics and Science teachers does exist and that posts are often filled by unqualified and under-qualified staff. In the second phase of the research in which the study explored the effectiveness of strategies developed to address the shortage of Mathematics and Science teachers, a qualitative research approach was adopted within a descriptive interpretive design. The views and opinions of human resource managers responsible for post provisioning in schools were explored through in-depth interviews to understand the types of strategy adopted by the provinces, their potential to alleviate the problem of Mathematics and Science teacher shortage in Grades 10 to 12, their success, challenges and factors internal to the Department of Education that may deter Provincial Education Departments from achieving their objectives. The findings revealed that Provincial Education Departments (PEDs) do take heed of strategies developed by the national Department of Basic Education (DBE). However implementation is far removed from the original intention and no significant impact results. Although the reasons are not always obvious from this study, a few important aspects did emerge. First, the strategy developed may not be popular with a particular province - employing foreign teachers is a case in point. Secondly, focusing on just a number of schools to improve their results (e.g. as with the Dinaledi schools) may meet with resistance from educators and teachers’ unions. Thirdly, creating bursaries for initial teacher education in certain key areas can only be successful if the number of teachers in need is known. Finally, even the best strategies are doomed if post provisioning and appointment of staff are dealt with by different stakeholders. Based on the findings, it is recommended that both the DBE and PEDs ensure that quality education management information is collected and maintained. Information that is reliable and accurate will inform planning and key decisions to ensure that the supply of teachers is based on a specific need. As such, deficiencies in skills that are in short supply such as Science and Mathematics can be averted and better opportunities can be created for new teacher graduates. While an improved performance of learners in these subjects is requisite for related study fields at universities, the Dinaledi schools must be adequately supported and such a model applied to other schools. The employment of foreign teachers on short-term contracts does not create stability in schools, therefore, their employment must be standardised. Significantly, retention in rural and poor schools is a problem since they struggle to attract quality teachers; for that reason teacher incentives are indispensable. Making a declaration for unqualified and under-qualified teachers to acquire professional teaching qualifications and subsequently discontinue such appointments, will raise the standard of teaching and learning in schools. Rather, databases of unemployed qualified teachers could be maintained and such information made accessible to school principals. In the absence of reliable data that can indicate teacher qualification and specialisation versus subject taught, the extent to which Mathematics and Science are taught by unqualified and under-qualified teachers as well as out-of-specialisation teaching, is not known. However, poor pass rates in these subjects at the exit point of the schooling system (Grade 12) attest to the lack of appropriately skilled teacher workforce. Therefore, if Mathematics and Science specialisation is required, then strategies being implemented by the DBE and PEDs must have a clear purpose to address this shortage.
Thesis (PhD)--University of Pretoria, 2014.
lk2014
Education Management and Policy Studies
PhD
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Taylor, Michael L. "An Investigation of Placement and Teacher Retention of Brigham Young University Technology Teacher Education Bachelor of Science Graduates from 1993-2007." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1640.

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The purpose of this research study was to gather data on a sample of technology teacher candidates in order to determine how many graduates with a technology teaching endorsement actually entered the teaching profession. In addition, data were collected to investigate the attrition rate of the same pool of candidates. For those who left the education profession, the study also examined how long these individuals taught before leaving as well as investigated the reasons these individuals decided to leave the technology teaching profession. For those who have remained in the teaching profession this study also explored their reasons for remaining in education. In addition, data were collected regarding how many technology teaching candidates remained within the state of Utah as well as how many have accepted positions outside of the state of Utah. To accomplish these tasks, a survey instrument was designed to gather employment data from Technology Teacher Education (TTE) graduates of Brigham Young University over the last 14 years. There were 189 technology teacher education graduates from 1994-07. Contact information was located and compiled for 148 of the 189 graduates; therefore, the results of this survey were calculated using the 148 graduates with current contact information. Of the 148 potential participants in this study, 110 (74%) of the TTE graduates responded. From the responses of the 110 TTE graduates the following was determined. There were 85 of those who responded that entered the teaching profession; 84 of those graduates entered within two years of graduation. Of the 85 graduates entering education, 54 stayed in the state of Utah and 31 left the state to teach. There were 67 of 110 responders to the survey (60%) that reported they entered education within two years and have remained in education since graduation. One teacher out of the 85 entered education after attending graduate school. The survey indicated that 17 of the 85 teachers exited education which is equal to 20% of the responding educators leaving education. Of the 17 educators who left the profession six left the first year, and 13 of the 17 left sometime during the first three years. Of the 17 educators that left education, four returned to the profession.

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Grimes-Crump, Ruth H. "Virginia Teacher Licensure Examination Policy: Intended and Unintended Effects on Teacher Availability and Minority Representation." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/28445.

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A major component of the screening process for prospective teachers is the licensure examination. The examination serves two important functions: (a) sorting and screening candidates and (b) defining the knowledge base for professional practice. The first function receives the most attention from policymakers and serves the symbolic purpose of creating selectivity for entry into the profession. Initial entry typically is controlled by raising or lowering examination passing requirements which simply allows more or fewer persons to pass (Darling-Hammond, Wise & Klein, 1995). The second function presumes that a single instrument exists that not only contains the essential knowledge required for professional practice, but accurately identifies those most qualified to teach.The Virginia Board of Education (VBOE), like several other state boards of education, has authorized validation and standard-setting studies related to its teacher licensure examination policy, and the most recent studies have occurred in the past 20 years. The first study was authorized in April 1981 for the potential use of the National Teachers Examination (NTE). Following completion of validation studies for the Specialty Area Tests and the Core Battery Tests, the NTE was adopted as Virginia's licensure examination which was made effective on July 1, 1986. Ten years later (effective July 1, 1996), the VBOE agreed that prospective teachers would be required to take Praxis I Academic Skills Assessments. Praxis I would replace the NTE Core Battery, however, and the original NTE Specialty Area Tests would be retained. The decision to change teacher licensing examinations was precipitated primarily by the announcement by Educational Testing Service (ETS) that it would introduce new tests and eventually discontinue the NTE Core Battery. The passing requirements for Praxis I (as established in 1995) exceeded those of all states administering the test and were as follows: reading and mathematics - 178, and writing - 176. Review of test data obtained after the effective date of this policy revealed that the passing percentage for all test takers in 1995-96 was reading 72; mathematics 62; and writing 58. For minorities, the passing percentages were 34, 18, and 18, respectively. When these results were compared to test taker performance one year later (1996-97), there were modest percentage increases for all test takers: reading - 74; mathematics - 66; and writing - 63. For minorities, passing percentages were 36, 35 and 28, respectively. Despite these increases, 26 percent of all test takers failed the reading test; 34 percent failed the mathematics test; and 37 percent failed the writing test. The long-range effects of the Praxis I passing requirements on test takers are unknown; however, one of the near-term effects likely will be a reduction in the passing rate for a significant number of persons, particularly racial minorities.This study examined current Virginia teacher licensure policy, its intent, and near-term effects of examination results on teacher availability and minority representation.
Ph. D.

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Books on the topic "Teacher shortages"

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Smithers, Alan G. Coping with teacher shortages. Liverpool: Centre for Education and Employment Research, 2000.

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Wilson, Andrew. The problem of teacher shortages. London: National Commission on Education, 1992.

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Department of Education & Science. Bradford Action on Teacher Shortages (BATS). London: British Telecom, 1988.

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Tatebayashi, Yasue. Teacher shortages: The implications of employing teachers from overseas. London: University of Surrey Roehampton, 2001.

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Office, General Accounting. Troops to Teachers: Program helped address teacher shortages : report to congressional requestors. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 2001.

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Hull, Jonathan Watts. Filling in the gaps, solving teacher shortages: Teacher recruitment, licensure and retention in Southern states. Atlanta, Ga: Southern Office, the Council of State Governments, 2003.

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State Council of Higher Education for Virginia. HJR 678: Report on teacher shortages in the Commonwealth, with focus on enhancing the transfer pipeline from Virginia's Community Colleges. Richmond: Commonwealth of Virginia, 2010.

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Virginia. Dept. of Education. Ways to relieve critical teacher shortages: Report of the Virginia Department of Education and State Council of Higher Education for Virginia. Richmond: Commonwealth of Virginia, 1996.

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Mississippi. Office of Educational Accountability. Mississippi teacher shortage: Assessment. Jackson, Miss: The Office, 1997.

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Armstrong, P. K. What is a 'hidden shortage' teacher? Loughborough: Department of Mathematical Sciences, Loughborough University of Technology, 1991.

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Book chapters on the topic "Teacher shortages"

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Landrum, Timothy J., Lauren W. Collins, and Chris A. Sweigart. "Teacher Shortages and Teacher Attrition in Special Education : Issues and Trends." In Current Trends and Legal Issues in Special Education, 221–40. 2455 Teller Road, Thousand Oaks California: Corwin, 2019. http://dx.doi.org/10.4135/9781071800539.n15.

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Brownell, Mary T., Elizabeth Bettini, Daisy Pua, David Peyton, and Amber E. Benedict. "Special Education Teacher Effectiveness in an Era of Reduced Federal Mandates and Increasing Teacher Shortages." In Handbook of Leadership and Administration for Special Education, 333–52. Second edition. | New York : Routledge, 2018. | “First edition published by Routledge 2012”–T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315226378-20.

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Sen, Chiranjib. "Availability and Shortages of Teachers in Higher Education." In India Higher Education Report 2017: Teaching, Learning and Quality in Higher Education, 109–31. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9789353280338.n5.

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Koglbauer, René. "Language Teacher Supply: The Vicious Cycle, the Effects of the EU Referendum and Attempts to Solve Supply Shortage." In Languages after Brexit, 219–27. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65169-9_19.

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Howson, John. "Shortages, What Shortages? Exploring School Workforce Supply in England." In Exploring Teacher Recruitment and Retention, 9–21. Routledge, 2020. http://dx.doi.org/10.4324/9780429021824-3.

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Jones, Patrice W. Glenn, and Elizabeth K. Davenport. "Teacher Education Preparation at Historically Black Colleges and Universities." In Fostering Collaborations Between African American Communities and Educational Institutions, 134–54. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1181-7.ch007.

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Teacher education preparation programs provide the nation with its teachers. Education major and teacher shortages have been recorded and demonstrate a potential deficit between the number of American students and certified teachers, particularly with regard to Black American students and teachers. A further deficiency is noted among Black American teacher candidates who attend historically Black colleges and universities (HBCUs). Thus, this chapter (1) identifies the historical evolution of African American teachers, (2) examines the role of teacher education preparation programs at historically Black colleges and universities, and (3) highlights the significance of community-based strategies to improve student interest in HBCU teacher education preparation programs.

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Ingersoll, Richard. "What Do the National Data Tell Us About Minority Teacher Shortages?" In Exploring Education, 253–61. Routledge, 2017. http://dx.doi.org/10.4324/9781315408545-17.

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Xiong, Caiping, Xuejun Wang, Xiangyang He, and Wenzheng Yang. "Promoting a Balanced Development of High Quality Teacher Resources with Network Technology." In Transforming K-12 Classrooms with Digital Technology, 291–305. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4538-7.ch016.

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In China, the availability of high quality teacher resources varies from region to region and differs even among different schools in the same region. Two approaches were taken to solve this resource problem (i.e., traditional educational support and traditional instructional research). The former approach was attempted to relieve the shortages of high quality teacher resources in resources-poor schools by sending excellent teachers to assist in instruction and school management. The latter approach was intended to improve teachers’ teaching skills within resources-poor schools by conducting instructional research on the spot. However, both had little effect. What can be done to increase the availability of high quality teacher resources? What is the most effective way to improve the teachers’ teaching skills? How does one find new ways to solve the problem of imbalanced allocation of high quality teacher resources? These questions have puzzled the educational professional for a long time. This chapter introduces two innovated approaches to develop high quality teacher resources by using network technology. Network-based educational research approaches allow the teachers in resource-rich schools to teach the students of resource-poor schools through network video conference systems without leaving his or her own school. The network-based instructional research approach enables the teachers of both resource-rich and resource-poor schools to build alliances according to disciplines and to collaborate on instruction by network videoconference systems.

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Szwed, Amanda R., and Ricardo González-Carriedo. "The Role of Language Ideologies in the Self-Efficacy of Pre-Service Bilingual Education Teachers." In Advances in Educational Marketing, Administration, and Leadership, 220–36. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch012.

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This chapter examines how language inequities within education are associated with perceptions of Spanish language self-efficacy in pre-service bilingual education teachers. The chapter delves into how language ideologies play a role in shaping disparities amongst bilingual education programs. The teacher shortages which exist within the field of bilingual education have assisted in the increased demands placed on bilingual pre- and in-service teachers. The programs created to instruct bilingual teachers have had to modify their design in order to meet the needs of future teachers. The needs are determined by the perceptions of each bilingual. Additionally, each bilingual chooses what skills are needed in order to use Spanish as a medium of instruction and, in some cases, to teach Spanish as a foreign language. Using a grounded theory, this study analyzed the cycle of language ideologies, self-efficacy, and language inequities. The results show that language ideologies have impacted the bilinguals' self-efficacy. Finally, it was determined that language inequality has played a key role in shaping language ideologies.

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"Teacher Shortage." In Encyclopedia of Science Education, 1032. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_100721.

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Conference papers on the topic "Teacher shortages"

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Ritter, Gary, and Benton Brown. "BUILT TO SUIT: A CASE STUDY OF HOW LOCAL PROGRAMS CAN ADDRESS LOCAL TEACHER SHORTAGES." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1509.

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Sutapa, Mada, and Rahmania Utari. "Identification of Teacher Shortage: A District Level Analysis." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.64.

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Jordell, Karl. "MORE MATH; FEWER TEACHERS. CREATING TEACHER SHORTAGE BY RAISING ENTRANCE QUALIFICATIONS IN MATH – A WARNING FROM NORWAY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0111.

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Verma, Alok K., Ray Ferrari, Manorama Talaiver, Sueanne E. McKinney, Daniel Dickerson, and Deborah Chen. "MarineTech Project - Attracting Students towards Math and Science Careers in Shipbuilding and Repair Industry." In SNAME Maritime Convention. SNAME, 2009. http://dx.doi.org/10.5957/smc-2009-p13.

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Low enrollment and high attrition rates in Science, Technology, Engineering and Math (STEM) based degree programs have created a shortage of workforce in industries like shipbuilding and repair which are important for national security. Part of this problem can be attributed to pedagogical issues like lack of engaging hands-on activities utilized for math and science instruction in middle and high schools. Another reason for this is that the teachers are not trained in taking an integrated approach to teaching math and science. This has led to large scale flight and attrition from STEM based career tracks. Consequently, engineering and engineering technology programs throughout the nation have observed declining graduation rates and quality of incoming students. To engage student’s interest in STEM based careers, it is important that students establish a link between the math and science instruction and its application to solve real life problems early in their learning experience. Project based activities have a proven record as a pedagogical method. Effectiveness of this pedagogy has been supported by research in the acquisition and retention of knowledge. The MarineTech Project funded by the State Council of Higher education of Virginia and supported by the Shipbuilding and Repair industry has attempted to address the quality of STEM education in Virginia by developing project based learning kits and providing professional development training in the use of these kits. The project also provided teacher training in 21st century skills and Integrated Math and Science education while increasing awareness of teachers about shipbuilding and repair industry. The paper presents the motivation behind developing these project based learning (PBL) modules, issues related to implementation and results from student and teacher workshops.

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Sindaphi, Zimkhitha, Shakespear Maliketi Chiphambo, and Nomxolisi Mtsi. "EXPLORING HOW SOME SCHOOLS OFFER MATHEMATICS IN LIGHT OF THE SHORTAGE OF TEACHERS TO TEACH THE SUBJECT." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1433.

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Shahbazi, Zahra, MaryAnn Jacobs, Alexandra Lehnes, and Kathleen Mancuso. "Designing Integrated STEM Education: Linking STEM Teachers and Learners in a K-20 Continuum." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60288.

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To address the grand challenge of the severe shortage of qualified engineering workforce and equally important educators, engineering and education departments at Manhattan College created a holistic program called Engineering Scholars Training and Retention (STAR) program. Engineering STAR program created a collaboration among undergraduate education and engineering majors, the professors who teach them and current STEM teachers and their students in local urban middle and high schools. We developed three new academic programs (engineering education minor and certificate programs for both undergraduate and graduate engineering and education majors) to support engineering and education students who are passionate about promoting engineering for 6–12 grade students and become qualified and competent engineering educators. In addition, through partnership with local middle/high schools we developed an engineering ambassadors’ program where students from engineering and education majors develop hands-on design projects and present them to middle/high school students to encourage and inspire more students to study engineering. Next, we engaged in a professional development program to support current STEM teachers to develop skills in engineering and increase the number of teachers who possess the pedagogical content knowledge to prepare students to be successful in engineering fields. All three aspects of the STAR program employees engineering design projects to introduce engineering to students and teachers. This integrative model could serve initially as a template to design such programs.

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Jordell, Karl. "NATIONAL QUALITY STANDARDS LEADING ASTRAY – TEACHER SHORTAGE AS A RESULT OF HIGHER ENTRANCE QUALIFICATIONS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0324.

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Calado, Jorge, Fernando Luís-Ferreira, Joao Sarraipa, and Ricardo Jardim-Goncalves. "A Framework to Bridge Teachers, Student’s Affective State, and Improve Academic Performance." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72000.

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Some of the biggest problems tackling Higher Education Institutions (HEI) are student’s drop-out and academic disengagement. Physical or psychological disabilities, social-economic or academic marginalization, and emotional and affective problems, are some of the factors that can lead to it. This problematic is worsened by the shortage of educational resources that can bridge the communication gap between the faculty staff and the affective needs of these students. In this paper, we present a framework capable of collecting analytic data, from an array of emotions, affects and behaviours, acquired either by human observations, like a teacher in a classroom or a psychologist, or by electronic sensors and automatic analysis software, such as eye tracking devices, emotion detection through automatic facial expression recognition software, among others. This framework compiles the gathered data in an ontology, and will be able to extract patterns outliers via machine learning, enabling the profiling of the students in critical situations, such as disengagement, attention deficit, drop-out, and other sociological issues, setting real time alerts when these profiles are detected. The goal is that, by providing insightful real time cognitive data and allowing the profiling of the student’s problems, a faster personalized response to help the student is enabled, allowing academic performance improvements.

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Farr, Fiona, and Liam Murray. "Digital Literacies for Language Learning and Teaching: developing a national framework." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2802.

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In an Irish national setting, the urgent need to address the national language skills' shortage has been highlighted in numerous arenas, and in the context of the need for a continued economic recovery, language skills and proficiency are essential. Against this backdrop, the national project* reported in this paper aims to develop a digital literacies framework and accompanying on-line interactive resource for language learners and teachers in Irish higher education (HE). Within the scope of this project the target user groups include first year students, study abroad students, and language lecturers. The main research questions for the project are: - what are the main practical issues that students have when making the transition from secondary to third level language study? - to what extent are digital literacies part of the curriculum at third level and what gaps do students and lecturers identify in this provision? - what are the strengths and weaknesses of the emerging digital literacies framework for language learning (as identified through piloting and evaluation) and how do these inform the final design and implementation of the ‘digilanguages’ platform? Preliminary primary pilot research conducted in 2015 as part of the project identified a number of key areas where online flexible support is best focussed. Based on these findings and international research in the field, the aim of the project is to develop online resources and activities in three broad areas: Digital Literacies for Language Development Language Learning Strategies and PracticesTransitions to Third Level Language Learning Environments The portal will be freely available, offering a range of OERs and will be scalable for use in other contexts. The contents and activities will afford integration into many programmes currently on offer in Irish HE.

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Rose, M. F., and D. Joyce. "Defence Youth STEM Outreach – Inspiring the Next Generation." In 14th International Naval Engineering Conference and Exhibition. IMarEST, 2018. http://dx.doi.org/10.24868/issn.2515-818x.2018.003.

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This paper focuses on the need to build a solid foundation of skills which the future maritime workforce can build on to provide the innovation and exploitation of new technologies that the Royal Navy requires. This need sits within the wider strategic context of the national engineering skills shortage, reflected recently in the EngineeringUK report: ‘The State of Engineering 2018.’ The report forecasts as a conservative estimate an average shortfall in engineering graduates (level 4+) of 22,000, with the impact of Brexit upon these figures yet to be determined (the UK relies on attracting talent from the EU and beyond to help meet current shortfalls). The situation regarding Level 3 – A levels, Highers, and Advanced apprenticeships reflects a similar shortfall. This issue is exacerbated by the fact that only 12% of engineering and technology employees in the UK are women; highlighting that access and availability, including gender diversity remains a challenge for this sector. It is against that backdrop, that the MOD, is collaborating across many areas; one specifically being on inspiring the next generation to undertake Science, Technology, Engineering and Mathematics(STEM) as subjects of choice initially, moving thereafter onto more informed careers awareness and ultimately onto career options. Such foundation building is manifest in Defence’s Youth STEM engagement strategy which is whole force by design, with several major developments to date following its launch in 2016, including the establishment of formal strategic partnerships with three national STEM outreach providers; notably: Primary Engineer; Tomorrows Engineer (replicated by Energy Skills Partnership in Scotland) and STEM Learning (replicated by SSERC in Scotland) each with niche capabilities. They sit alongside all four Services within Defence and key other government departments including the devolved administration in Scotland, in the form of an implementation group to take the strategy forward. The purpose is to inspire sufficient young people to study STEM subjects, to ensure that the appropriate national talent exists from which Defence can recruit its future technical people. Several initiatives are expanded upon with illustration of the benefits, ranging from impact in the classroom (both teacher and pupil) to Defence personnel as STEM ambassadors. The paper closes with the social mobility agenda and the potential thereof from Youth STEM outreach.

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Reports on the topic "Teacher shortages"

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

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Ingersoll, Richard, and Henry May. Recruitment, Retention, and the Minority Teacher Shortage. Consortium for Policy Research in Education, September 2011. http://dx.doi.org/10.12698/cpre.2011.rr69.

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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.

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Ingersoll, Richard, and David Perda. The Mathematics and Science Teacher Shortage: Fact and Myth. Consortium for Policy Research in Education, March 2009. http://dx.doi.org/10.12698/cpre.2009.rr62.

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