RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession

References

• Bandura, A. 2012. “On the Functional Properties of Perceived Self-Efficacy Revisited.” Journal of Management 38 (1): 9–44. doi:10.1177/0149206311410606.
   Web of Science ®Google Scholar
• Barber, M., and M. Mourshed. 2007. How the World’s Best Performing School Systems Come Out on Top. London: McKinsey.
   Google Scholar
• BERA. 2011. Ethical Guidelines for Educational Research. London: British Educational Research Association.
   Google Scholar
• Blandford, S., and C. Knowles. 2013. Achievement for All: Raising Aspirations, Access and Achievement. London: Bloomsbury.
   Google Scholar
• Blankenship, S., and W. Ruona. 2007. “Professional Learning Communities and Communities of Practice: A Comparison of Models.” Literature review presented at Academy of Human Resource Development International Research Conference in the Americas.
   Google Scholar
• Bolam, R., A. J. McMahon, Stoll, L Thomas, S. M. Wallace, M. Greenwood, A. M. Hawkey, K. Ingram, M. Atkinson, and M. C. Smith 2005. "Creating and Sustaining Effective Professional Learning Communities. DfES Research Report RR371, London, DfES, GTCE, NCSL." Accessed 30 May 2018. http://dera.ioe.ac.uk/5622/1/RR637.pdf
   Google Scholar
• Bradley, S., C. P. Green, and G. Leeves. 2006. “The Role of Pecuniary and Non-Pecuniary Factors in Teacher Turnover and Mobility Decisions.” August 24. Accessed 9 August 2018. https://ssrn.com/abstract=926319
   Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology”. Qualitative Research in Psychology 3 (2): 77–101. ISSN1478-0887. doi:10.1191/1478088706qp063oa.
   Google Scholar
• Cain, T. 2015. “Teachers’ Engagement with Research Texts: Beyond Instrumental, Conceptual or Strategic Use.” Journal of Education for Teaching 41 (5): 478–492. doi:10.1080/02607476.2015.1105536.
   Web of Science ®Google Scholar
• Caprara, G. V., C. Barbaranelli, P. Steca, and P. S. Malone. 2006. “Teachers’ Self-Efficacy Beliefs as Determinants of Job Satisfaction and Students’ Academic Achievement: A Study at the School Level.” Journal of School Psychology 44 (6): 473–490. doi:10.1016/j.jsp.2006.09.001.
   Web of Science ®Google Scholar
• Caspersen, J., and F. D. Raaen. 2014. “Novice Teachers and How They Cope.” Teachers and Teaching: Theory and Practice V20 (2): 189–211. doi:10.1080/13540602.2013.848570.
   Web of Science ®Google Scholar
• Charmaz, K. 2006. Constructing Grounded Theory. London: SAGE.
   Google Scholar
• Cherniss, C., and D. Goleman. 2001. The Emotionally Intelligent Workplace: How to Select For, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations. San Francisco: Jossey-Bass.
   Google Scholar
• Coldwell, M., T. Greany, S. Higgins, C. Brown, B. Maxwell, B. Stiell, L. Stoll, B. Willis, and H. Burns. 2017. Evidence-Informed Teaching: An Evaluation of Progress in England. London: Department for Education.
   Google Scholar
• Cordingley, P., S. Higgins, T. Greany, N. Buckler, D. Coles-Jordan, B. Crisp, L. Saunders, and R. Coe. 2015. Developing Great Teaching: Lessons from the International Reviews into Effective Professional Development. London: Teacher Development Trust.
   Google Scholar
• CUREE. 2014. What Makes for Better CPD. London: CUREE. Accessed 9 August 2018. http://www.curee.co.uk/home
   Google Scholar
• Daly, C., and E. Milton. 2017. “External Mentoring for New Teachers: Mentor Learning for a Change Agenda, International Journal of Mentoring and Coaching in Education, Vol.” 6 issue 3 : 178-195. 10.1108/UMCE-03-2017-0021.
   Google Scholar
• DfE. 2016. School Workforce in England: November 2016. London: Stationery Office.
   Google Scholar
• DuFour, R. 2004. “What Is a Professional Learning Community?” Educational Leadership 8: (May): 6–11.
   Google Scholar
• EEF. 2018. “Retain: CPD for Early Career Teachers of KS1. Pilot report and executive summary, May 2018. London, Education Endowment Foundation. ”Accessed May 30 2018. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Retain.pdf
   Google Scholar
• Fixsen, D. L., S. F. Naoom, K. A. Blase, R. M. Friedman, and F. Wallace. 2005. Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louise de la Parte Florida Mental Health Institute, The National Implementation Research Network.
   Google Scholar
• Furlong, J. 2008. “Making Teaching a 21st Century Profession: Tony Blair’s Big Prize.” Oxford Review of Education 34 (6): 727–739. doi:10.1080/03054980802518979.
   Web of Science ®Google Scholar
• Guo, Y., C. M. Connor, Y. Yang, A. D. Roehrig, and F. J. Morrison. 2012. “The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders’ Literacy Outcomes.” Elementary School Journal, 113, 3–24.V113 N1 P3-24 Sep 2012.
   Google Scholar
• Hammersley, M. 2002. Educational Research, Policymaking and Practice. London: Paul Chapman.
   Google Scholar
• Handscomb, G., and J. MacBeath. 2003. The Research-Engaged School. Chelmsford: Essex County Council.
   Google Scholar
• Hanft, B., D. Rush, and M. Shelden. 2004. Coaching Families and Colleagues in Early Childhood. Baltimore: Paul H. Brookes Publishing.
   Google Scholar
• Hanushek, E. A. 2011. “The Economic Value of Higher Teaching Quality.” Economics of Education Review 30: 466–479. doi:10.1016/j.econedurev.2010.12.006.
   Web of Science ®Google Scholar
• Hanushek, E. A., J. F. Kain, and S. G. Rivkin. 2004. “Why Public Schools Lose Teachers”. The Journal of Human Resources xxxix (2): University of Wisconsin. doi:10.3368/jhr.XXXIX.2.326.
   Google Scholar
• Hargreaves, D. 2014. “A Self-Improving School System and Its Potential for Reducing Inequality.” Oxford Review of Education 40 (6): 696–714. doi:10.1080/03054985.2014.979014.
   Web of Science ®Google Scholar
• Hattie, J. 2003. “Teachers Make a Difference: What Is the Research Evidence?” Paper Presented at the Building Teacher Quality: What Does the Research Tell Us? ACER Research Conference, Melbourne, Australia. Accessed 9 August 2018. http://research.acer.edu.au/research_conference_2003/4/
   Google Scholar
• Henry, G. T., K. C. Bastian, and C. K. Fortner. 2011. “Stayers and Leavers: Early-Career Teacher Effectiveness and Attrition.” Educational Researcher 40 (6): 271–280. doi:10.3102/0013189X11419042.
   Web of Science ®Google Scholar
• Hoigaard, R., R. Giske, and K. Sundsli. 2012. “Newly Qualified Teachers’ Work Engagement and Teacher Efficacy Influences on Job Satisfaction, Burnout, and the Intention to Quit.” European Journal of Teacher Education 35 (3): 347–357. doi:10.1080/02619768.2011.633993.
   Web of Science ®Google Scholar
• House of Commons. 2012. “Great teachers: Attracting, training and retaining the best.” Ninth Report of the House of Commons Education Committee 2010–12. London: Stationery Office.
   Google Scholar
• House of Commons. 2017a. “Education Committee”. In Recruitment and Retention of Teachers, London: Stationery Office.
   Google Scholar
• House of Commons. 2017b. “Teacher Recruitment and Retention in England.” Briefing paper Number 7222, 12 June 2017. London: Stationery Office.
   Google Scholar
• Klassen, R. M., V. Tze, S. Betts, and K. Gordon. 2011. “Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?.” Educational Psychology Review 23 (1): 21–43. doi:10.1007/s10648-010-9141-8.
   Web of Science ®Google Scholar
• Ko, J., P. Sammons., and L. Bakkum. 2013. Effective Teaching: A Review of Research and Evidence. London: CfBT Education Trust.
   Google Scholar
• Korthagen, F., J. Loughran, and T. Russell. 2006. “Developing Fundamental Principles for Teacher Education Programs and Practices.” Teaching and Teacher Education 22 (8): 1020–1041. doi:10.1016/j.tate.2006.04.022.
   Web of Science ®Google Scholar
• MacLellan, E., and R. Soden. 2003. “Expertise, Expert Teaching and Experienced Teachers’ Knowledge of Learning.” Theory Scottish Educational Review 35 (2): 110–120.
   Google Scholar
• Macleod, S., C. Sharpe, and D. Bernardinelli. 2015. “Supporting the Attainment of Disadvantaged Pupils: Articulating Success and Good Practice.” Research report. London: DfE.
   Google Scholar
• Maxwell, B., L. Clague, E. Byrne, M. Coldwell, M. Culliney, and A. Hobson. fourth coming. Evaluation of the RETAIN Early Career CPD Programme for Key Stage 1 Teachers. London: Educational Endowment Foundation.
   Google Scholar
• McAdam, J. E., E. Arizpe, A. M. Devlin, M. Farrell, and J. Farrar. 2014. “Journeys from Images to Words.” Project Report. Esmée Fairbairn Foundation.
   Google Scholar
• McCoy, E. 2013. “Lost for Words: Poor Literacy, the Hidden Issue in Child Poverty.” A policy position paper. London: National Literacy Trust.
   Google Scholar
• McLinden, M., C. Edwards, J. Garfield, and S. Moron-Garcia. 2015. “Strengthening the Links between Research and Teaching: Cultivating Student Expectations of Research-Informed Teaching Approaches”. Education in Practice November 2015 2:24–29.
   Google Scholar
• Mitchell, C., and L. Sackney. 2000. Profound Improvement. Building Capacity for a Learning Community. Lisse: Swets & Zeitlinger Publishers.
   Google Scholar
• Muijs, D., and D. Reynolds. 2001. Effective Teaching. Evidence and Practice. 1st ed. London: Paul Chapman Publishing.
   Google Scholar
• National Audit Office. 2017. Retaining and Developing the Teaching Workforce. London: NAO.
   Google Scholar
• Newman, F. M., R. A. Rutter, and M. S. Smith. 1989. “Organizational Factors That Affect School Sense of Efficacy, Community and Expectations.” Sociology of Education 62: 221-238. doi:10.2307/2112828.
   Web of Science ®Google Scholar
• Ovenden-Hope, T., and R. Passy. 2015. Coastal Academies: Changing School Cultures in Disadvantaged Coastal Regions in England. Cornwall: Cornwall College Group. Accessed August 9 2018. https://www.cornwall.ac.uk/documents/reports/Coastal%20Academies%20Report_2015_final_2%20Tanya%20Ovenden-Hope%20and%20Rowena%20Passy.pdf.
   Google Scholar
• Owen, S. 2016. “Professional Learning Communities: Building Skills, Reinvigorating the Passion, and Nurturing Teacher Wellbeing and “Flourishing” within Significantly Innovative Schooling Contexts.” Educational Review 2016 (January): 1–17.
   Google Scholar
• Pickett, K., and L. Vanderbloemen. 2015. Mind the Gap: Tackling Social and Educational Inequality. York: Cambridge Primary Review Trust.
   Google Scholar
• Pino-Pasternak, D., M. Basilio, and D. Whitebread. 2014. “Interventions and Classroom Contexts that Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms.” Psykh. 23 (2): 1–13. doi:10.7764/psykhe.23.2.739.
   Google Scholar
• Queensland College of Teachers. 2013. Attrition of Recent Queensland Graduate Teachers. Brisbane: Queensland College of Teachers.
   Google Scholar
• Radford, J., P. Bosanquet, R. Webster, and P. Blatchford. 2015. “Scaffolding Learning for Independence: Clarifying Teacher and Teaching Assistant Roles for Children with Special Educational Needs.” Learning and Instruction. 36: 1–10. doi:10.1016/j.learninstruc.2014.10.005.
   Web of Science ®Google Scholar
• Rogers, P., and C. Weiss. 2007. “Theory-Based Evaluation: Reflections Ten Years On: Theory-Based Evaluation: Past, Present, and Future.” New Directions for Evaluation 114: 63–81. doi:10.1002/ev.225.
   Google Scholar
• Schön, D. A. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic books.
   Google Scholar
• Shanahan, T., and R. Barr. 1995. “A Synthesis of Research on Reading Recovery.” Reading Research Quarterly 30: 958–996. doi:10.2307/748206.
   Web of Science ®Google Scholar
• Siraj, I., and B. Taggart. 2014. Exploring Effective Pedagogy in Primary Schools: Evidence from Research. London: Pearson.
   Google Scholar
• Stenhouse, L. 1975. An Introduction to Curriculum Research and Development. London: Heineman.
   Google Scholar
• Stenhouse, L. 1980. “The Study of Samples and the Study of Cases.” British Educational Research Journal 6 (1): 1–6. doi:10.1080/0141192800060101.
   Google Scholar
• Sutcher, L., L. Darling-Hammond, and D. Carver-Thomas. 2016. A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S. Palo Alto, CA: Learning Policy Institute.
   Google Scholar
• Sutton Trust. 2011. Improving the Impact of Teachers on Pupil Achievement in the UK – Interim Findings. London: Sutton Trust.
   Google Scholar
• Newman, F. M., Rutter, R. A. and Smith, M. S. 1989. “Organizational factors that affect school sense of efficacy, community and expectations.” Sociology of Education, 62: 221–238.
   Google Scholar
• Tschannen-Moran, M., and A. Woolfolk Hoy. 2001. “Teacher Efficacy: Capturing an Elusive Concept.” Teaching and Teacher Education 17: 783−805. doi:10.1016/S0742-051X(01)00036-1.
   Web of Science ®Google Scholar
• Veenman, S. 1984. “Perceived Problems of Beginning Teachers”. Review of Educational Research 54 (2): 143–178. (Summer, 1984). doi:10.3102/00346543054002143.
   Web of Science ®Google Scholar
• Watson, C. 2014. “Effective Professional Learning Communities? the Possibilities for Teachers as Agents of Change in Schools.” British Educational Research Journal 40 (1): 18–29. doi:10.1002/berj.3025.
   Web of Science ®Google Scholar
• Worth, J., and G. De Lazzari. 2017. “Teacher Retention and Turnover Research.” Research Update 1: Teacher Retention by Subject. Slough: NFER.
   Google Scholar
• Zeichner, K. M., and D. P. Liston. 1996. Reflective Teaching: An Introduction. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar