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Solving the Dilemmas of Teacher Supply, Demand, and Standards: How We Can Ensure a Competent, Caring, and Qualified Teacher for Every Child.
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Solving the Dilemmas of Teacher Supply, Demand, and Standards: How We Can Ensure a Competent, Caring, and Qualified Teacher for Every Child. (2000)Solving the Dilemmas of Teacher Supply, D…Early career teachers’ emotion and emerging teacher identities (2016)Early career teachers’ emotio…Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching (2014)Teachers' exit decisions: An …Inquiry on Teachers’ Emotion (2014)Inquiry on Teachers’ EmotionInitial motivations for teaching: comparison between preservice teachers in the United States and China (2012)Initial motivations for teach…Does teacher professional development affect content and pedagogical knowledge: How much and for how long? (2009)Does teacher professional dev…Why Do They Stay? Elementary Teachers' Perceptions of Job Satisfaction and Retention (2008)Why Do They Stay? 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(1976)How Can Schools Support Beginning Teachers? A Call for Timely Induction and Mentoring for Effective Teaching (2012)Strategies for attracting and retaining educators: What does the evidence say? (2019)A comparative study of mentoring for new teachers (2020)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Situated Learning: Legitimate Peripheral Participation. (1994)Contributing student pedagogy (2008)Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors’ Self-Efficacy Beliefs (2015)Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016)What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover? (2004)Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion (2011)Teacher shortage and attrition: Why do they leave? (2015)Second career teachers: Job satisfaction, job stress, and the role of self-efficacy (2017)Being pushed out of the career: Former teachers' reasons for leaving the profession (2021)Case Study Research: Design and Methods (1984)Qualitative Research for Education: An Introduction to Theory and Methods (1997)Qualitative research & evaluation methods (2002)Teacher Retention: Teacher Characteristics, School Characteristics, Organizational Characteristics, and Teacher Efficacy (2012)The effects of working conditions on teacher retention (2018)Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021)Qualitative Data Analysis: A Sourcebook of New Methods (1986)Situated Learning (1991)Teaching to transgress: education as the practice of freedom (1995)Irreconcilable differences: Teacher attrition in public and catholic schools (2010)Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2016)Qualitative research and evaluation methods (1980)Phenomenological research methods (1994)Basics of qualitative research : techniques and procedures for developing grounded theory (1998)Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations (2017)Student Teachers’ Emotions, Dilemmas, and Professional Identity Formation Amid the Teaching Practicums (2018)Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020)
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  • 2008Why Do They Stay? Elementary Teachers' Perceptions of Job Satisfaction and Retention258 cited
  • 2007On Their Own and Presumed Expert: New Teachers’ Experience with Their Colleagues223 cited
  • 2014Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching207 cited
  • 2005Success in Science Learning and Preservice Science Teaching Self-Efficacy184 cited
  • 2012Initial motivations for teaching: comparison between preservice teachers in the United States and China181 cited
  • 2006Courses of Action141 cited
  • 2014Inquiry on Teachers’ Emotion139 cited
  • 2016Early career teachers’ emotion and emerging teacher identities138 cited
  • 2009Does teacher professional development affect content and pedagogical knowledge: How much and for how long?135 cited
  • 2008New teachers’ experiences of mentoring: The good, the bad, and the inequity134 cited
  • 2001The Research and Rhetoric on Teacher Certification: A Response to "Teacher Certification Reconsidered"134 cited
  • 2005The Proliferation of Alternative Routes to Certification in Special Education130 cited
  • 2004The support gap: New teachers' early experiences in high-income and low-income schools127 cited

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  • 2006Investigating Early Career Urban Teachers' Perspectives on and Experiences in Professional Development124 cited
  • 2003'Such are the Ambitions of Youth': Exploring issues of retention and attrition of early career teachers in New South Wales114 cited
  • 2004Recruiting and Retaining "Highly Qualified Teachers" for Hard-to-Staff Schools104 cited