The determinants of teacher mobility: Evidence using Italian teachers’ transfer applications

Barbieri, Gianna; Rossetti, Claudio; Sestito, Paolo

doi:10.1016/j.econedurev.2011.07.010

Cited by 147 publications

(40 citation statements)

References 22 publications

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“…Feng, 2010), Georgia (Scafidi, Sjoquist and Stinebrickner, 2007), Kentucky , Michigan (Gershenson, 2012), York (Brewer, 1996), Texas , Washington (Theobald, 1990), Wisconsin (Imezeki, 2005); and internationally in Italy (Barbieri, Rossetti and Sestito, 2011), Norway , Sweden (Karbownik, 2014) and Venezuela (Ortega, 2010) 19 . The broad conclusion from these papers is that school quality and working conditions matter for attracting and retaining teachers, particularly those of higher quality, but particular factors differ across sites in both whether they matter and how much they matter.…”

Section: The Use Of Administrative Data Around the Worldmentioning

confidence: 99%

Education Research and Administrative Data

Figlio¹,

Karbownik²,

Salvanes³

2015

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Thanks to extraordinary and exponential improvements in data storage and computing capacities, it is now possible to collect, manage, and analyze data in magnitudes and in manners that would have been inconceivable just a short time ago. As the world has developed this remarkable capacity to store and analyze data, so have the world's governments developed large-scale, comprehensive data files on tax programs, workforce information, benefit programs, health, and education. While these data are collected for purely administrative purposes, they represent remarkable new opportunities for expanding our knowledge. This chapter describes some of the benefits and challenges associated with the use of administrative data in education research. We also offer specific case studies of data that have been developed in both the Nordic countries and the United States, and offer an (incomplete) inventory of data sets used by social scientists to study education questions on every inhabited continent on earth.

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Section: The Use Of Administrative Data Around the Worldmentioning

confidence: 99%

Education Research and Administrative Data

Figlio¹,

Karbownik²,

Salvanes³

2015

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“…Cabe notar que en comunas con altos ingresos (e. g., Villarrica, Pucón o Temuco), se observaron los distritos con los mejores resultados de la región en el simce, alcanzando niveles avanzados de logro. La relación discriminación-educación no solo ocurre en Chile, sucede también en Latinoamérica (Peters & Hall, 2004;De Lisle et al, 2010;IshiharaBrito, 2013), y en países de mayor desarrollo (Barbieri et al, 2011;Yamauchi, 2011;Chung & Mason, 2012).…”

Section: Discussionunclassified

Priorización de territorios para la gestión educativa en la Araucanía (Chile)

Peña‒Cortés

Rozas-Vásquez

Ulbrich

et al. 2017

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ResumenEn Chile, y en particular en la Araucanía, el aprendizaje de las matemáticas no ha logrado los niveles de desarrollo que se espera en las etapas iniciales de la educación formal si se compara esto con otras áreas como el lenguaje. Aquí se propone la priorización de territorios para la gestión educativa de las matemáticas mediante la evaluación espacial y temporal de los resultados de la prueba del Sistema Nacional de Calidad de la Educación (simce), la cual se aplicó a niños de cuarto grado básico durante el periodo 1999-2011. Esta investigación sugiere que hay más grupos de territorios que los que podría asociarse a los tres niveles de logros tradicionalmente utilizados en Chile y que la gestión educativa se debería efectuar a escala de distrito censal, considerando políticas diferenciadas para los distintos grupos priorizados. AbstractIn Chile, and particularly the Araucanía Region, mathematics learning has not reached the levels of development expected in the initial stages of formal education, as compared to other areas such as language. This study proposes to prioritize territories for educational management of mathematics through spatial and temporal assessment of results in the Sistema Nacional de Calidad de la Educación (simce) test applied to children in 4th grade primary education during the period 1999-2011. This research suggests that there are more groups of territories than can be associated with the three levels of achievement traditionally used in Chile and that educational management should be applied at census district scale, considering differentiated policies for the different groups prioritized.Palabras clave: aprendizaje, simce, nivel de logro, matemáticas, educación básica, geografía.

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“…Similarly, investigating the mobility patterns of Italian teachers, Barbieri et al (2011) found that teachers systematically try to transfer out of schools where teaching is likely to be more difficult due to the socio-economic context and student mix of the school. Moreover, based on a survey of 316 London primary schools, Dolton and Newson (2003) found an association between teacher turnover and student progress: the slower the progress of students the higher the rate of turnover.…”

Section: Causes and Effects Of Teacher Turnovermentioning

confidence: 99%

“…For instance, particularly in centralized systems such as Turkey where schools and districts have no control on the hiring process, it is somehow a common policy that vacancies in schools are first filled by transferring teachers then the remaining positions along with positions vacated by transferring teachers are filled by new (novice) teachers. After taking into account the above-mentioned teachers' preferences, it is not hard to predict that experienced teachers seek transfers from less-desired, low-achieving schools to desired, high-achieving ones, and new or less-experienced teachers are often assigned to disadvantaged, low-achieving, hard-to-staff schools that have been vacated by experienced teachers (Barbieri et al, 2011;Luschei & Carnoy, 2010).…”

Section: Causes and Effects Of Teacher Turnovermentioning

confidence: 99%

“…This disparity in teacher distribution has been primarily explained as an issue of teacher turnover. Studies investigating teacher turnover consistently report that lowincome, low-achievement, minority, and rural students are subjected to higher teacher-turnover rates and therefore more likely to be exposed to inexperienced, less-qualified, and/or out-offield teachers (Barbieri, Rossetti, & Sestito, 2011;Clotfelter, Ladd, & Vigdor, 2005;Lankford, Loeb, & Wyckoff, 2002;Luschei & Carnoy, 2010;Sass, Hannaway, Xu, Figlio, & Feng, 2012;Scafidi, Sjoquist, & Stinebrickner, 2007).…”

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Mobility-Related Teacher Turnover and the Unequal Distribution of Experienced Teachers in Turkey

Özoğlu

2015

EDUC SCI-THEOR PRACT

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This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the lessdeveloped, eastern provinces of Turkey. The qualitative findings derived from semi-structured, in-depth interviews with school principals suggest that the factors contributing to the issue of mobility-related teacher turnover experienced in eastern Turkey are largely related to the socio-economic and geographic conditions of the region. The qualitative findings further suggest that this turnover issue may have far-reaching negative consequences across school-wide performances and processes. Participants consistently reported that the issue of teacher turnover had negative impacts on student performance, teacher motivation and commitment, instructional planning, administrative processes, and school climate. The study concludes by exploring possible policy implications for alleviating the issue of mobility-related teacher turnover as experienced in the less-developed, eastern regions of Turkey.

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The determinants of teacher mobility: Evidence using Italian teachers’ transfer applications

Cited by 147 publications

References 22 publications

Education Research and Administrative Data

Education Research and Administrative Data

Priorización de territorios para la gestión educativa en la Araucanía (Chile)

Mobility-Related Teacher Turnover and the Unequal Distribution of Experienced Teachers in Turkey

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