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Aftershocks : = The Role of State Labor Policies in Shaping Teacher Sensemaking, Satisfaction and Exit Decisions in North Carolina.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Aftershocks :/
Reminder of title:	The Role of State Labor Policies in Shaping Teacher Sensemaking, Satisfaction and Exit Decisions in North Carolina.
Author:	Feldman, Rachel Carly.
Description:	1 online resource (247 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
Subject:	Education policy. -
Online resource:	click for full text (PQDT)
ISBN:	9780355105117

Aftershocks : = The Role of State Labor Policies in Shaping Teacher Sensemaking, Satisfaction and Exit Decisions in North Carolina.
Feldman, Rachel Carly.

Aftershocks :The Role of State Labor Policies in Shaping Teacher Sensemaking, Satisfaction and Exit Decisions in North Carolina. - 1 online resource (247 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This dissertation examines how teachers respond to state-wide labor reforms. In 2013 and 2014, the state of North Carolina drastically altered compensation for teachers. Policymakers affected labor by attempting to revoke tenure for all teachers (and succeeded in eliminating it for new teachers), discontinuing supplemental pay for advanced degrees, and frontloading teacher salaries. This dissertation explores the quantitative and qualitative effects of these policies, finding that state policy should be considered a working condition because, like local working conditions, it too shapes teachers' career trajectories.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355105117Subjects--Topical Terms:

1107727
Education policy.
Index Terms--Genre/Form:

554714
Electronic books.

Aftershocks : = The Role of State Labor Policies in Shaping Teacher Sensemaking, Satisfaction and Exit Decisions in North Carolina.
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100 1 $a Feldman, Rachel Carly. $3 1180026
245 1 0 $a Aftershocks : $b The Role of State Labor Policies in Shaping Teacher Sensemaking, Satisfaction and Exit Decisions in North Carolina.
264 0 $c 2017
300 $a 1 online resource (247 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Sara Y. Goldrick-Rab.
502 $a Thesis (Ph.D.) $c The University of Wisconsin - Madison $d 2017.
504 $a Includes bibliographical references
520 $a This dissertation examines how teachers respond to state-wide labor reforms. In 2013 and 2014, the state of North Carolina drastically altered compensation for teachers. Policymakers affected labor by attempting to revoke tenure for all teachers (and succeeded in eliminating it for new teachers), discontinuing supplemental pay for advanced degrees, and frontloading teacher salaries. This dissertation explores the quantitative and qualitative effects of these policies, finding that state policy should be considered a working condition because, like local working conditions, it too shapes teachers' career trajectories.
520 $a The first study examines trends in teacher attrition in response to the state-level policies. Using an interrupted time series design and administrative data from North Carolina, this chapter tests the effects of the 2013 and 2014 state budget policies on teacher attrition. Findings indicate an increase in teacher attrition rates of 3-4.5 percentage points after the legislation and an increase in the odds of leaving.
520 $a The second and third studies rely on interviews from teachers in three North Carolina school districts. Interviews occurred with teachers from a range of teaching experiences. These two studies focus on teachers who continued to teach after the reforms and they investigate teachers' rationale and decision-making process for doing so. The second study explores teacher-stayers' sensemaking about their occupation following the reforms. Seasoned teachers with more than 5 years teaching experience made sense of the reforms within their existing professional identity and redefined their professional selves in opposition to the reforms they believed undermined their compensation. Rookie teachers---those in their first year of teaching---responded in ways that either ignored the state policy landscape or accommodated the policy changes into their definition of a professional.
520 $a The third study maps teachers' decision-making process about their future career trajectories. This study shows that teachers account for multiple organizational, policy, and personal pressures when considering career changes. Specifically, the weight teachers place upon individual nodes---the district, their school, the state and their family---within this constellation of factors influences whether and how teachers' choose their next position.
520 $a Jointly, these studies illustrate the complexity of teachers' considerations and responses toward state-level policy.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education policy. $3 1107727
650 4 $a Educational leadership. $3 585508
650 4 $a Educational evaluation. $3 555501
650 4 $a Labor relations. $3 1179301
655 7 $a Electronic books. $2 local $3 554714
690 $a 0458
690 $a 0449
690 $a 0443
690 $a 0629
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Wisconsin - Madison. $b Educational Policy Studies. $3 1180027
773 0 $t Dissertation Abstracts International $g 78-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10605283 $z click for full text (PQDT)