9781682539439 - Going the Distance: The Teaching Profession in a Post-COVID World de Bartlett, Lora; Thompson, Alisun; Little, Judith Warren; Collins, Riley (28 resultados)

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Paperback. Condición: new. Paperback. An unflinching yet ultimately hopeful appraisal of the workplace factors that determine career risk and resilience among K12 teachers, informed by the lessons of the COVID-19 crisis In Going the Distance, Lora Bartlett, Alisun Thompson, Judith Warren Little, and Riley Collins examine the professional conditions that support career commitment among K12 educators--and the factors that threaten teacher retention. Drawing insight from the period of significant teacher turnover and burnout both during and beyond COVID-19 school shutdowns in the United States, the authors offer clear guidance for policies and practices that meet the needs of teachers and nourish a robust teaching workforce. The work presents vivid firsthand accounts of teaching during crisis that were captured as part of the Suddenly Distant Research Project, a longitudinal study of the experiences of seventy-five teachers in nine states over thirty months, from the school closures of spring 2020 through two full school years. The authors characterize the pandemic as a perspective-shifting experience that exposed existing structural problems and created new ones: a widespread sociopolitical framing of teaching as an occupation constrained by strict regulation and oversight, an overreliance on test-based accountability, a decline in public investment in education, and growing legislative constraints on what teachers could teach. Identifying contextual differences between teachers who left and those who persevered, the work calls for solutions--including increased teacher voice, collaborative workplace cultures, and reforming school accountability systems--that support teachers to pursue ambitious educational goals in ordinary times and equip them to respond rapidly and capably in times of crisis. An unflinching yet ultimately hopeful appraisal of the workplace factors that determine career risk and resilience among K12 teachers, informed by the lessons of the COVID-19 crisis. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condición: New. An unflinching yet ultimately hopeful appraisal of the workplace factors that determine career risk and resilience among K-12 teachers, informed by the lessons of the COVID-19 crisis In Going the Distance, Lora Bartlett, Alisun Thompson, Judith Warren Little, and Riley Collins examine the professional conditions that support career commitment among K-12 educators--and the factors that threaten teacher retention. Drawing insight from the period of significant teacher turnover and burnout both during and beyond COVID-19 school shutdowns in the United States, the authors offer clear guidance for policies and practices that meet the needs of teachers and nourish a robust teaching workforce.   The work presents vivid firsthand accounts of teaching during crisis that were captured as part of the Suddenly Distant Research Project, a longitudinal study of the experiences of seventy-five teachers in nine states over thirty months, from the school closures of spring 2020 through two full school years. The authors characterize the pandemic as a perspective-shifting experience that exposed existing structural problems and created new ones: a widespread sociopolitical framing of teaching as an occupation constrained by strict regulation and oversight, an overreliance on test-based accountability, a decline in public investment in education, and growing legislative constraints on what teachers could teach.   Identifying contextual differences between teachers who left and those who persevered, the work calls for solutions--including increased teacher voice, collaborative workplace cultures, and reforming school accountability systems--that support teachers to pursue ambitious educational goals in ordinary times and equip them to respond rapidly and capably in times of crisis.

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Paperback. Condición: New. An unflinching yet ultimately hopeful appraisal of the workplace factors that determine career risk and resilience among K-12 teachers, informed by the lessons of the COVID-19 crisis In Going the Distance, Lora Bartlett, Alisun Thompson, Judith Warren Little, and Riley Collins examine the professional conditions that support career commitment among K-12 educators--and the factors that threaten teacher retention. Drawing insight from the period of significant teacher turnover and burnout both during and beyond COVID-19 school shutdowns in the United States, the authors offer clear guidance for policies and practices that meet the needs of teachers and nourish a robust teaching workforce.   The work presents vivid firsthand accounts of teaching during crisis that were captured as part of the Suddenly Distant Research Project, a longitudinal study of the experiences of seventy-five teachers in nine states over thirty months, from the school closures of spring 2020 through two full school years. The authors characterize the pandemic as a perspective-shifting experience that exposed existing structural problems and created new ones: a widespread sociopolitical framing of teaching as an occupation constrained by strict regulation and oversight, an overreliance on test-based accountability, a decline in public investment in education, and growing legislative constraints on what teachers could teach.   Identifying contextual differences between teachers who left and those who persevered, the work calls for solutions--including increased teacher voice, collaborative workplace cultures, and reforming school accountability systems--that support teachers to pursue ambitious educational goals in ordinary times and equip them to respond rapidly and capably in times of crisis.

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Paperback. Condición: New. An unflinching yet ultimately hopeful appraisal of the workplace factors that determine career risk and resilience among K-12 teachers, informed by the lessons of the COVID-19 crisis In Going the Distance, Lora Bartlett, Alisun Thompson, Judith Warren Little, and Riley Collins examine the professional conditions that support career commitment among K-12 educators--and the factors that threaten teacher retention. Drawing insight from the period of significant teacher turnover and burnout both during and beyond COVID-19 school shutdowns in the United States, the authors offer clear guidance for policies and practices that meet the needs of teachers and nourish a robust teaching workforce.   The work presents vivid firsthand accounts of teaching during crisis that were captured as part of the Suddenly Distant Research Project, a longitudinal study of the experiences of seventy-five teachers in nine states over thirty months, from the school closures of spring 2020 through two full school years. The authors characterize the pandemic as a perspective-shifting experience that exposed existing structural problems and created new ones: a widespread sociopolitical framing of teaching as an occupation constrained by strict regulation and oversight, an overreliance on test-based accountability, a decline in public investment in education, and growing legislative constraints on what teachers could teach.   Identifying contextual differences between teachers who left and those who persevered, the work calls for solutions--including increased teacher voice, collaborative workplace cultures, and reforming school accountability systems--that support teachers to pursue ambitious educational goals in ordinary times and equip them to respond rapidly and capably in times of crisis.

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Taschenbuch. Condición: Neu. Going the Distance | The Teaching Profession in a Post-Covid World | Lora Bartlett (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2024 | Harvard Education PR | EAN 9781682539439 | Verantwortliche Person für die EU: Mare Nostrum Group B.V., Doelen 72, 4831 GR BREDA, NIEDERLANDE, gpsr[at]mare-nostrum[dot]co[dot]uk | Anbieter: preigu.

Paperback. Condición: new. Paperback. An unflinching yet ultimately hopeful appraisal of the workplace factors that determine career risk and resilience among K12 teachers, informed by the lessons of the COVID-19 crisis In Going the Distance, Lora Bartlett, Alisun Thompson, Judith Warren Little, and Riley Collins examine the professional conditions that support career commitment among K12 educators--and the factors that threaten teacher retention. Drawing insight from the period of significant teacher turnover and burnout both during and beyond COVID-19 school shutdowns in the United States, the authors offer clear guidance for policies and practices that meet the needs of teachers and nourish a robust teaching workforce. The work presents vivid firsthand accounts of teaching during crisis that were captured as part of the Suddenly Distant Research Project, a longitudinal study of the experiences of seventy-five teachers in nine states over thirty months, from the school closures of spring 2020 through two full school years. The authors characterize the pandemic as a perspective-shifting experience that exposed existing structural problems and created new ones: a widespread sociopolitical framing of teaching as an occupation constrained by strict regulation and oversight, an overreliance on test-based accountability, a decline in public investment in education, and growing legislative constraints on what teachers could teach. Identifying contextual differences between teachers who left and those who persevered, the work calls for solutions--including increased teacher voice, collaborative workplace cultures, and reforming school accountability systems--that support teachers to pursue ambitious educational goals in ordinary times and equip them to respond rapidly and capably in times of crisis. An unflinching yet ultimately hopeful appraisal of the workplace factors that determine career risk and resilience among K12 teachers, informed by the lessons of the COVID-19 crisis. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condición: New. An unflinching yet ultimately hopeful appraisal of the workplace factors that determine career risk and resilience among K-12 teachers, informed by the lessons of the COVID-19 crisis In Going the Distance, Lora Bartlett, Alisun Thompson, Judith Warren Little, and Riley Collins examine the professional conditions that support career commitment among K-12 educators--and the factors that threaten teacher retention. Drawing insight from the period of significant teacher turnover and burnout both during and beyond COVID-19 school shutdowns in the United States, the authors offer clear guidance for policies and practices that meet the needs of teachers and nourish a robust teaching workforce.   The work presents vivid firsthand accounts of teaching during crisis that were captured as part of the Suddenly Distant Research Project, a longitudinal study of the experiences of seventy-five teachers in nine states over thirty months, from the school closures of spring 2020 through two full school years. The authors characterize the pandemic as a perspective-shifting experience that exposed existing structural problems and created new ones: a widespread sociopolitical framing of teaching as an occupation constrained by strict regulation and oversight, an overreliance on test-based accountability, a decline in public investment in education, and growing legislative constraints on what teachers could teach.   Identifying contextual differences between teachers who left and those who persevered, the work calls for solutions--including increased teacher voice, collaborative workplace cultures, and reforming school accountability systems--that support teachers to pursue ambitious educational goals in ordinary times and equip them to respond rapidly and capably in times of crisis.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -An unflinching yet ultimately hopeful appraisal of the workplace factors that determine career risk and resilience among K-12 teachers, informed by the lessons of the COVID-19 crisis In Going the Distance, Lora Bartlett, Alisun Thompson, Judith Warren Little, and Riley Collins examine the professional conditions that support career commitment among K-12 educators--and the factors that threaten teacher retention. Drawing insight from the period of significant teacher turnover and burnout both during and beyond COVID-19 school shutdowns in the United States, the authors offer clear guidance for policies and practices that meet the needs of teachers and nourish a robust teaching workforce. The work presents vivid firsthand accounts of teaching during crisis that were captured as part of the Suddenly Distant Research Project, a longitudinal study of the experiences of seventy-five teachers in nine states over thirty months, from the school closures of spring 2020 through two full school years. The authors characterize the pandemic as a perspective-shifting experience that exposed existing structural problems and created new ones: a widespread sociopolitical framing of teaching as an occupation constrained by strict regulation and oversight, an overreliance on test-based accountability, a decline in public investment in education, and growing legislative constraints on what teachers could teach. Identifying contextual differences between teachers who left and those who persevered, the work calls for solutions--including increased teacher voice, collaborative workplace cultures, and reforming school accountability systems--that support teachers to pursue ambitious educational goals in ordinary times and equip them to respond rapidly and capably in times of crisis. 264 pp. Englisch.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - An unflinching yet ultimately hopeful appraisal of the workplace factors that determine career risk and resilience among K-12 teachers, informed by the lessons of the COVID-19 crisis In Going the Distance, Lora Bartlett, Alisun Thompson, Judith Warren Little, and Riley Collins examine the professional conditions that support career commitment among K-12 educators--and the factors that threaten teacher retention. Drawing insight from the period of significant teacher turnover and burnout both during and beyond COVID-19 school shutdowns in the United States, the authors offer clear guidance for policies and practices that meet the needs of teachers and nourish a robust teaching workforce. The work presents vivid firsthand accounts of teaching during crisis that were captured as part of the Suddenly Distant Research Project, a longitudinal study of the experiences of seventy-five teachers in nine states over thirty months, from the school closures of spring 2020 through two full school years. The authors characterize the pandemic as a perspective-shifting experience that exposed existing structural problems and created new ones: a widespread sociopolitical framing of teaching as an occupation constrained by strict regulation and oversight, an overreliance on test-based accountability, a decline in public investment in education, and growing legislative constraints on what teachers could teach. Identifying contextual differences between teachers who left and those who persevered, the work calls for solutions--including increased teacher voice, collaborative workplace cultures, and reforming school accountability systems--that support teachers to pursue ambitious educational goals in ordinary times and equip them to respond rapidly and capably in times of crisis.