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作者

Elizabeth Bettini Yujeong Park

来源

URBAN EDUCATION,Vol.56,Issue1,P.3–31

语言

英文

关键字

作者单位

1Boston University, Boston, MA, USA;2The University of Tennessee, Knoxville, TN, USA

摘要

Retaining teachers in high-poverty schools is essential for ensuring students who live in poverty have equitable educational opportunities. Understanding novices’ experiences can help school leaders improve novices’ retention in high-poverty schools throughout their careers. This integrative review of studies investigates novices’ experiences teaching in high-poverty schools. We identified common themes in extant studies, as well as several important areas of research that are, to date, under-studied; most notably, more research is needed to explore differences in novices’ experiences of their working conditions in high- versus low-poverty schools, and the implications of those differences for teacher development and retention.