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Leah Natasha Glassow. (2024) Inequitable teacher turnover and performance-based appraisal: a global trend?. Journal of Education Policy 39:2, pages 276-302.
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Linet Arthur & Simon Bradley. (2023) Teacher retention in challenging schools: please don’t say goodbye!. Teachers and Teaching 29:7-8, pages 753-771.
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Jake Anders, John Jerrim & Lindsey Macmillan. (2023) Socio-Economic Inequality in Young People’s Financial Capabilities. British Journal of Educational Studies 71:6, pages 609-635.
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Maria Palma. Academic rank, socioeconomic rank, and educational outcomes: longitudinal evidence from Chile. Education Economics 0:0, pages 1-22.
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Articles from other publishers (16)
Chad R. Lochmiller, Frank Perrone & Chris Finley. (2024) Understanding School Leadership’s Influence on Teacher Retention in High-Poverty Settings: An Exploratory Study in the U.S.. Education Sciences 14:5, pages 545.
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Kira Elena Weber, Patrick Hawlitschek, Dirk Richter & Uta Klusmann. (2023) Subjektive Fortbildungsbedarfe von Lehrkräften an Schulen in herausfordernden LagenProfessional development needs of teachers at schools in socioeconomically disadvantaged areas. Zeitschrift für Erziehungswissenschaft 27:2, pages 321-349.
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Lewis Doyle, Matthew J. Easterbrook & Linda R. Tropp. (2024) Who you know influences where you go: Intergroup contact attenuates bias in trainee teachers' school preferences. British Journal of Social Psychology.
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Jeffrey Casely-Hayford, Per Lindqvist, Christina Björklund, Gunnar Bergström & Lydia Kwak. (2024) Enculturating a Protective Professional Community—Processes of Teacher Retention in a Swedish Hard-to-Staff School. Education Sciences 14:1, pages 114.
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Leah Natasha Glassow, Kajsa Yang Hansen & Jan-Eric Gustafsson. (2023) Does socioeconomic sorting of teacher qualifications exacerbate mathematics achievement inequity? Panel data estimates from 20 years of TIMSS. Studies in Educational Evaluation 77, pages 101255.
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Leah Natasha Glassow, Emilie Franck & Kajsa Yang Hansen. (2023) Institutional characteristics moderating the relationship between classroom socioeconomic composition and teacher qualifications: Evidence from 46 education systems in TALIS 2018. International Journal of Educational Research 119, pages 102170.
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Tanya Ovenden-Hope, Rowena Passy & Philly Iglehart. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Leah Natasha Glassow & John Jerrim. (2022) Is inequitable teacher sorting on the rise? Cross-national evidence from 20 years of TIMSS. Large-scale Assessments in Education 10:1.
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Zoltán Hermann & Hedvig Horváth. (2022) Tanári eredményesség és tanár–diák összepárosítás az általános iskolákban. Empirikus mintázatok három magyarországi tankerület adatai alapján. Közgazdasági Szemle 69:11, pages 1377-1406.
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Joan E. Madia, Ingrid Obsuth, Ian Thompson, Harry Daniels & Aja L. Murray. (2022) Long‐term labour market and economic consequences of school exclusions in England: Evidence from two counterfactual approaches. British Journal of Educational Psychology 92:3, pages 801-816.
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Jennifer Gore, Felicia Jaremus & Andrew Miller. (2021) Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage. The Australian Educational Researcher 49:4, pages 635-656.
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Tanya Ovenden-Hope, Rowena Passy & Philly Iglehart. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Josephine Booth, Mike Coldwell, Lisa-Maria Müller, Emily Perry & James Zuccollo. (2021) Mid-Career Teachers: A Mixed Methods Scoping Study of Professional Development, Career Progression and Retention. Education Sciences 11:6, pages 299.
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John Jerrim, Luis Alejandro Lopez‐Agudo & Oscar David Marcenaro‐Gutierrez. (2020) Posh but Poor: The Association Between Relative Socio‐Economic Status and Children’s Academic Performance. Review of Income and Wealth 67:2, pages 334-362.
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Ema Kristina Demir. (2021) The role of social capital for teacher professional learning and student achievement: A systematic literature review. Educational Research Review 33, pages 100391.
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Sam Sims & Rebecca Allen. (2018) Identifying Schools With High Usage and High Loss of Newly Qualified Teachers. National Institute Economic Review 243, pages R27-R36.
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