The draw of hometown: understanding rural teachers’ mobility in Southwest China

References

• Adams, J. (2012). Identifying the attributes of effective rural teachers: Teacher attributes and mathematics achievement among rural primary school students in northwest China. Gansu Survey of Children and Families Papers. Retrieved from http://repository.upenn.edu/gansu_papers/32
   Google Scholar
• Anderson, B. (2016). Imagined community. Shanghai: Shanghai People Press. in Chinese.
   Google Scholar
• Arulmani, G., Bakshi, A.J., Leong, F.T., & Watts, A.G. (Eds.). (2014). Handbook of career development: International perspectives. New York: Springer.
   Google Scholar
• Borman, G.D., & Dowling, N.M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367–409.
   Web of Science ®Google Scholar
• Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). The draw of home: How teachers’ preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management, 24(1), 113–132.
   Web of Science ®Google Scholar
• Cannata, M. (2010). Understanding the teacher job search process: Espoused preferences and preferences in use. Teachers College Record, 112(12), 2889–2934.
   Web of Science ®Google Scholar
• China’s Ministry of Education. (2006). The plan of implementing the special teaching position policy in compulsory education rural schools. Beijing, China: Ministry of Education. in Chinese.
   Google Scholar
• China’s State Council. (2015, June 15). The supporting agenda for rural teachers (2015–2020). Beijing, China: The State Council. in Chinese.
   Google Scholar
• Clotfelter, C., Glennie, E., Ladd, H., & Vigdor, J. (2008). Would higher salaries keep teachers in high-poverty schools? Evidence from a policy intervention in North Carolina. Journal of Public Economics, 92(5–6), 1352–1370.
   Web of Science ®Google Scholar
• Elfers, A., Plecki, M., & Knapp, M. (2006). Teacher mobility: Looking more closely at “the movers” within a state system. Peabody Journal of Education, 81(3), 94–127.
   Google Scholar
• Engel, M., & Cannata, M. (2015). Localism and teacher labor markets: How geography and decision making may contribute to inequality. Peabody Journal of Education, 90(1), 84–92.
   Google Scholar
• Falch, T. (2011). Teacher mobility responses to wage changes: Evidence from a quasi-natural experiment. American Economic Review, 101(3), 460–465.
   Web of Science ®Google Scholar
• Fei, X. (2011). Earthbound China, birth system, and earthbound reconstruction. Beijing: The Commercial Press. in Chinese.
   Google Scholar
• Feng, L. (2009). Opportunity wages, classroom characteristics, and teacher mobility. Southern Economic Journal, 75, 1165–1190.
   Web of Science ®Google Scholar
• Feng, L. (2014). Teacher placement, mobility, and occupational choices after teaching. Education Economics, 22(1), 24–47.
   Google Scholar
• Fouad, N.A., & Byars‐Winston, A.M. (2005). Cultural context of career choice: Meta-analysis of race/ethnicity differences. The Career Development Quarterly, 53(3), 223–233.
   Web of Science ®Google Scholar
• Fulbeck, E. (2014). Teacher mobility and financial incentives: A descriptive analysis of Denver’s ProComp. Educational Evaluation and Policy Analysis, 36(1), 67–82.
   Web of Science ®Google Scholar
• Giddens, A. (2016). Modernity and self-identity: Self and society in the late modern age. Beijing: Renmin University Press.
   Google Scholar
• Gilbert, A. (2011). There and back again: Exploring teacher attrition and mobility with two transitioning science teachers. Journal of Science Teacher Education, 22(5), 393–415.
   Google Scholar
• Han, L. (2013). Is centralized teacher deployment more equitable? Evidence from rural China. China Economic Review, 24, 65–76.
   Web of Science ®Google Scholar
• Hanushek, E., Kain, J., & Rivkin, S. (2004). Why public schools lose teachers. The Journal of Human Resources, 39(2), 326–354.
   Web of Science ®Google Scholar
• Kalogrides, D., Loeb, S., & Beteille, T. (2012). Systematic sorting: Teacher characteristics and class assignments. Sociology of Education, 86(2), 103–123.
   Web of Science ®Google Scholar
• Kersaint, G., Lewis, J., Potter, R., & Meisels, G. (2007). Why teachers leave: Factors that influence retention and resignation. Teaching and Teacher Education, 23(6), 775–794.
   Web of Science ®Google Scholar
• Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24(1), 37–62. Retrieved from http://epa.sagepub.com/content/24/1/37.short
   Web of Science ®Google Scholar
• Liao, W. (2019). “Weekday rural teachers, weekend urban spouses and parents”: A Chinese case of how alternative hiring policy influences teachers’ career decisions. International Journal of Educational Development, 67, 53–63.
   Web of Science ®Google Scholar
• Liao, W., & Yuan, R. (2017). Understand an emerging “failure” of an equality-oriented teacher policy in China: A job search perspective. International Journal of Education Research, 81, 71–82.
   Web of Science ®Google Scholar
• Liu, E., Johnson, S.M., & Peske, H.G. (2004). New teachers and the Massachusetts signing bonus: The limits of inducements. Educational Evaluation and Policy Analysis, 26(3), 217–236.
   Web of Science ®Google Scholar
• Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 44–70.
   Google Scholar
• Loeb, S., & Reininger, M. (2004). Public policy and teacher labor markets: What we know and why it matters. East Lansing, MI: Education Policy Center. Retrieved from https://eric.ed.gov/?id=ED485592
   Google Scholar
• Maier, A., & Youngs, P. (2009). Teacher preparation programs and teacher labor markets: How social capital may help explain teachers’ career choices. Journal of Teacher Education, 60(4), 393–407.
   Web of Science ®Google Scholar
• Murnane, R.J., & Olsen, R.J. (1989). The effects of salaries and opportunity costs on duration in teaching: Evidence from Michigan. The Review of Economics and Statistics, 71, 347–352.
   Web of Science ®Google Scholar
• National Bureau of Statistics of China. (2017). China statistical yearbook 2017. Retrieved from http://www.stats.gov.cn/tjsj/ndsj/2017/indexch.htm
   Google Scholar
• Reininger, M. (2012). Hometown disadvantage? It depends on where you’re from: Teachers’ location preferences and the implications for staffing schools. Educational Evaluation and Policy Analysis, 34(2), 127–145.
   Web of Science ®Google Scholar
• Renzulli, L., Parrott, H., & Beattie, I.R. (2011). Racial mismatch and school type: Teacher satisfaction and retention in charter and traditional public schools. Sociology of Education, 84(1), 23–48.
   Web of Science ®Google Scholar
• Robinson, B., & Yi, W.W. (2008). The role and status of non-governmental (“dai ke”) teachers in China’s rural education. International Journal of Educational Development, 25(1), 35–54.
   Google Scholar
• Sargent, T., & Hannum, E. (2005). Keeping teachers happy: Job satisfaction among primary school teachers in rural northwest China. Comparative Education Review, 49(2), 173–204.
   Web of Science ®Google Scholar
• Savickas, M.L. (2002). Career construction: A developmental theory of vocational behavior. In D. Brown (Ed.), Career choice and development (pp. 149–205). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Shen, J. (1997). Teacher retention and attrition in public schools: Evidence from SASS91. The Journal of Educational Research, 91(2), 81–88.
   Web of Science ®Google Scholar
• Skaalvik, E.M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038.
   Web of Science ®Google Scholar
• Stinebrickner, T.R. (1998). An empirical investigation of teacher attrition. Economics of Education Review, 172(2), 127–136.
   Google Scholar
• Swars, S.L., Meyers, B., Mays, L.C., & Lack, B. (2009). A two-dimensional model of teacher retention and mobility classroom teachers and their university partner: Take a closer look at a vexing problem. Journal of Teacher Education, 60(2), 168–183.
   Web of Science ®Google Scholar
• Thomson, R. (2016). Working across qualitative longitudinal studies: A feasibility study looking at care and intimacy. Quoted from a secondary source: Finn, K. (2017). Multiple, relational and emotional mobilities: Understanding student mobilities in higher education as more than “staying local” and “going away”. British Educational Research Journal, (4), 743–758. doi:10.1002/berj.3287
   Google Scholar
• Vagi, R., & Pivovarova, M. (2016). “Theorizing teacher mobility”: A critical review of literature. Teachers and Teaching, 23(7), 781–793.
   Web of Science ®Google Scholar
• Wang, Y. & Li, H. (2017). An empirical study on rural teachers' will of mobility and attrition: from a survey in Yunnan Province. Journal of East China Normal University (Educational Sciences), 3, 134–141. doi:10.16382/j.cnki.1000-5560.2017.03.014 (in Chinese)
   Google Scholar
• Wei, Y. (2016). Teacher mobility in rural China: Evidence from Northwest China (Ph.D. Dissertation). Michigan State University. ProQuest Number: 10109945.
   Google Scholar
• Xu, S., & Law, W. (2015). Rural education and urbanization: Experiences and struggles in China since the late 1970’s. Global Education Review, 2(4), 78–100.
   Google Scholar
• Yan, Y. (2016). Intergenerational intimacy and descending familism in rural north China. American Anthropologist, 118(2), 244–257.
   Web of Science ®Google Scholar
• Ye, J., & Zhao, D. (2019). Developing different identity trajectories: Lessons from the Chinese teachers. Teachers and Teaching, 25(1), 34–53.
   Web of Science ®Google Scholar