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Download full textLindsey, Kevin – First Focus, 2014
On July 7, 2014, the U.S. Department of Education announced plans to enforce a provision of the 2001 No Child Left Behind (NCLB) Act meant to ensure that every student is taught by a great teacher and attends a school run by great administrators. The provision requires states to develop and implement plans to ensure that no subgroup of students is…
Descriptors: Teacher Effectiveness, Teacher Placement, Equal Education, Educational Planning
Peer reviewed
Direct linkWheeler, Deborah S.; LaRocco, Diana J. – Journal of Special Education Leadership, 2009
The purpose of this study was to describe special education administrators' reports of the social supports (House, 1981) that ameliorate the stress inherent in their professional role. This study used a mixed methods design and was conducted in two sequential phases involving 153 special education administrators in a northeastern state. During…
Descriptors: Special Education, Public Education, Administrator Role, Social Support Groups
Mawhinney, Lynnette – Ethnography and Education, 2008
The structure of the teaching profession leaves teachers professionally and personally isolated from other adults. This article will discuss the results of an ethnography focused on the rare informal social interaction that occurs among teachers in a United States' school, with a particular focus on the lunch hour. Specifically, this article…
Descriptors: Teaching (Occupation), Interpersonal Relationship, Interaction, Ethnography
Good, Jennifer; Bennett, Joan – New Educator, 2005
Teacher retention is a critical problem in public education (Ingersoll, 2002), demanding collaboration between universities and local public school systems. Using veteran teacher mentors employed in a public school system to facilitate ongoing monthly support groups, communities of beginning teachers were formed, embedded within the public schools…
Descriptors: Higher Education, Social Support Groups, Public Schools, Mentors
