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“In It for the Long Haul”—

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References

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2013Developing Socially Just Teachers134 cited
2012A Longitudinal Study of Teaching Practice and Early Career Decisions125 cited
2019Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction118 cited
2011Teaching's Conscientious Objectors: Principled Leavers of High-Poverty Schools105 cited
2016A Longitudinal Investigation of the Relationship between Teacher Preparation and Teacher Retention.

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95 cited

2018Learning from those who no longer teach: Viewing teacher attrition through a resistance lens86 cited

2014From attrition to retention: a narrative inquiry of why beginning teachers leave and then rejoin the profession81 cited

2008"What Else Would I Be Doing?": Teacher Identity and Teacher Retention in Urban Schools.80 cited

2011Teachers' Education, Teaching Practice, and Retention: A Cross-Genre Review of Recent Research67 cited

2015Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools65 cited

2016General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers62 cited

2012When Context Has Content60 cited

2014Induction of beginning teachers in urban environments: An exploration of the support structure and culture for beginning teachers at primary schools needed to improve retention of primary school teachers57 cited

2017Mapping a complex system: what influences teacher learning during initial teacher education?56 cited

2012What Do Teaching Qualifications Mean in Urban Schools? A Mixed-Methods Study of Teacher Preparation and Qualification55 cited

2017First job and the unequal distribution of primary school teachers: Evidence for the case of Chile51 cited