Teacher Efficacy and Disciplinary Expectations in Charter Schools: Understanding the Link to Teachers’ Career Decisions

References

• Abdulkadiroglu, A., Angrist, J. D., Dynarski, S. M., Kane, T. J., & Pathak, P. A. (2009). Accountability and flexibility in public schools: Evidence from Boston’s charters and pilots (NBER Working Paper 15549). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w15549
   Google Scholar
• Achinstein, B., Ogawa, R. T., Sexton, D., & Freitas, C. (2010). Retaining teachers of Color: A pressing problem and a potential strategy for “hard-to-staff” schools. Review of Educational Research, 80(1), 71–107. doi:10.3102/0034654309355994
   Web of Science ®Google Scholar
• Angrist, J. D., Pathak, P. A., & Walters, C. R. (2011). Explaining charter school effectiveness (NBER Working Paper No. 17332). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w17332
   Google Scholar
• Anyon, J. (1995). Race, social class, and educational reform in an inner-city school. Teachers College Record, 97, 69–94.
   Web of Science ®Google Scholar
• Ash, K. (2013, February 27). KIPP schools boost academic performance, study finds. Education Week. Retrieved from http://blogs.edweek.org/edweek/charterschoice/2013/02/kipp_schools_boost_academic_performance_study_finds.html
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. doi:10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman and Company.
   Google Scholar
• Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75–78. doi:10.1111/cdir.2000.9.issue-3
   Web of Science ®Google Scholar
• Bifulco, R., & Ladd, H. F. (2006). The impacts of charter schools on student achievement: Evidence from North Carolina. Education Finance and Policy, 1(1), 50–90. doi:10.1162/edfp.2006.1.1.50
   Web of Science ®Google Scholar
• Bosworth, K., Ford, L., & Hernandaz, D. (2011). School climate factors contributing to student and faculty perceptions of safety in select Arizona schools. Journal of School Health, 81(4), 194–201. doi:10.1111/josh.2011.81.issue-4
   PubMed Web of Science ®Google Scholar
• Boyd, A., Maranto, R., & Rose, C. (2014). The softer side of ‘no excuses.’ Education Next, 14(1), 49–53.
   Google Scholar
• Brown, E. R. (2003). Freedom for some, discipline for others: The structure of inequity in education. In K. J. Saltman & D. A. Gabbard (Eds.), Education as enforcement: The militarization and corporatization of schools (pp. 127–152). New York, NY: Routledge Falmer.
   Google Scholar
• Carr, S. (December, 2014). How strict is too strict? The backlash against no-excuses discipline in high school. The Atlantic. Retrieved from http://www.theatlantic.com/magazine/archive/2014/12/how-strict-is-too-strict/382228/
   Google Scholar
• Chadwick, C., & Kowal, J. (2011). Preparing for growth: Human capital innovations in charter public schools. Washington, DC: Center for American Progress.
   Google Scholar
• Cochran-Smith, M., McQuillan, P., Mitchell, K., Terrell, D. G., Barnatt, J., D’Souza, L. … Gleeson, A. M. (2012). A longitudinal study of teaching practice and early career decisions: A cautionary tale. American Educational Research Journal, 49(5), 844–880. doi:10.3102/0002831211431006
   Web of Science ®Google Scholar
• Corbin, J., & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
   Google Scholar
• Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self- efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569–583. doi:10.1037/a0035504
   Web of Science ®Google Scholar
• Dobbie, W., & Fryer, R. (2011). Getting beneath the veil of effective schools: Evidence from New York City (NBER Working Paper 17632). Cambridge, MA: National Bureau of Economic Research. Retrieved from www.nyccharterschools.org/sites/default/files/resources/effective_schools_fryer.pdf
   Google Scholar
• Dweck, C. (2006). Mindset: The new psychology of success. New York, NY: Random House.
   Google Scholar
• Fontaine, S., Kane, R., Duquette, O., & Savoie-Zajc, L. (2012). New teachers’ career intentions: Factors influencing new teachers’ decisions to stay or to leave the profession. Alberta Journal of Educational Research, 57(4), 379–408.
   Google Scholar
• Fryer, R. G. (2011). Creating “no excuses” (traditional) public schools: Preliminary evidence from an experiment in Houston. Retrieved from http://166.127.16.28/HISDConnectEnglish/Images/Apollo/apollo20whitepaper.pdf
   Google Scholar
• Furgeson, J., Gill, B., Haimson, J., Killewald, M., Nichols-Barrer, I., Teh, B., & Lake, R. (2011). Charter-school management organizations: Diverse strategies and diverse student impacts. CRPE and Mathematica Policy Research, pp. 1–177.
   Google Scholar
• Golann, J. W. (2015). The paradox of success at a no-excuses school. Sociology of Education, 1–17. doi:10.1177/0038040714567866
   Web of Science ®Google Scholar
• Gonzalez, L., Brown, M. S., & Slate, J. R. (2008). Teachers who left the teaching profession: A qualitative understanding. The qualitative report, 13(1), 1–11.
   Google Scholar
• Goodman, J. F. (2013). Charter management organizations and the regulated environment: Is it worth the price? Educational Researcher, 42(2), 89–96. doi:10.3102/0013189X12470856
   Web of Science ®Google Scholar
• Grant, L. W. ( Winter, 2006). Persistence and self-efficacy: A key to understanding teacher turnover. Delta Kappa Gamma Bulletin, 50–54.
   Google Scholar
• Green, E. (2014). Building A+ better teacher: How teaching works (and how to teach it to everyone). New York, NY: W.W. Norton & Company, Inc.
   Google Scholar
• Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why public schools lose teachers. The Journal of Human Resources, 39(2), 326–354. doi:10.2307/3559017
   Web of Science ®Google Scholar
• Hanushek, E. A., Kain, J. F., Rivkin, S. G., & Branch, G. F. (2007). Charter school quality and parental decision making with school choice. Journal of Public Economics, 91(5), 823–848. doi:10.1016/j.jpubeco.2006.09.014
   Web of Science ®Google Scholar
• Hart, A. W. (1995). Reconceiving school leadership: Emergent views. The Elementary School Journal, 96, 9–28. doi:10.1086/461812
   Web of Science ®Google Scholar
• Hoy, W. K., & Miskel, C. G. (2005). Educational administration: Theory, research, and practice (7th ed.). New York, NY: McGraw Hill.
   Google Scholar
• Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. doi:10.3102/00028312038003499
   Web of Science ®Google Scholar
• Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2005). Who stays in teaching and why?: A review of the literature on teacher retention. Retrieved from:http://assets.aarp.org/www.aarp.org_/articles/NRTA/Harvard_report.pdf
   Google Scholar
• Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1–39.
   PubMed Web of Science ®Google Scholar
• Johnson, S. M., & The Project on the Next Generation of Teachers. (2004). Finders and keepers: Helping new teachers survive and thrive in our schools. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Keigher, A. (2010). Teacher attrition and mobility: Results from the 2008-09 teacher follow-up survey (NCES 2010-353). Washington, DC: National Center for Education Statistics.
   Google Scholar
• KIPP Foundation. (2013). The KIPP 2012 annual report card. Retrieved from http://issuu.com/kipp/docs/report_card_2013?e=1180635/2262907
   Google Scholar
• Kretchmar, K., Sondel, B., & Ferrare, J. J. (2014). Mapping the terrain: Teach for America, charter school reform, and corporate sponsorship. Journal of Education Policy, 29, 742–759. doi:10.1080/02680939.2014.880812
   Web of Science ®Google Scholar
• Kukla-Acevedo, S. (2009). Leavers, movers, and stayers: The role of workplace conditions in teacher mobility decisions. The Journal of Educational Research, 102(6), 443–452. doi:10.3200/JOER.102.6.443-452
   Web of Science ®Google Scholar
• Lake, R., Bowen, M., Demeritt, A., McCullough, M., Haimson, J., & Gill, B. (2012). Learning from charter school management organizations: Strategies for student behavior and teacher coaching. CRPE and Mathematica Policy Research, pp. 1–84.
   Google Scholar
• Lake, R., Dusseault, B., Bowen, M., Demeritt, A., & Hill, P. (2010). The national study of Charter Management Organization (CMO) effectiveness: Report on interim findings. Seattle, WA: Center on Reinventing Public Education.
   Google Scholar
• Lewis, R. (2001). Classroom discipline and student responsibility: The students’ view. Teaching and Teacher Education, 17(3), 307–319. doi:10.1016/S0742-051X(00)00059-7
   Web of Science ®Google Scholar
• Lopez, A., Wells, A. S., & Holme, J. (2002). Creating charter school communities: Identity building, diversity, and selectivity. In A. S. Wells (Ed.), Where charter school policy fails: The problems of accountability and equity (pp. 129–158). New York, NY: Teachers College Press.
   Google Scholar
• Lortie, D. C. (1975). Schoolteacher: A Sociological Study. Chicago, IL: University of Chicago Press.
   Google Scholar
• Maranto, R., & Ritter, G. (2014). Why KIPP is not corporate: KIPP and social justice. Journal of School Choice, 8(2), 237–257. doi:10.1080/15582159.2014.910052
   Google Scholar
• Marinell, W. H., & Coca, V. M. (2013). Who stays and who leaves? Findings from a three-part study of teacher turnover in NYC middle schools. New York, NY: The Research Alliance for New York City Schools.
   Google Scholar
• Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. In S. T. Fiske, D. L. Schacter, & C. Zahn-Waxler (Eds.), Annual Review of Psychology, 52, 397–422.
   PubMed Web of Science ®Google Scholar
• Mayer, G. R. (1995). Preventing antisocial behavior in the school. Journal of Applied Analysis, 28(4), 267–478.
   Google Scholar
• Mayer, M. J., & Leone, P. E. (1999). A structural analysis of school violence and disruptions: Implications for creating safer schools. Education and the Treatment of Children, 22, 333–358.
   Google Scholar
• Merseth, K. K. (2009). Inside urban charter schools: Promising practices and strategies in five high-performing schools. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Miron, G., & Applegate, B. (2007). Teacher attrition in charter schools. Retrieved from http://epsl.asu.edu/epru/documents/EPSL-0705-234-EPRU.pdf
   Google Scholar
• Ni, Y. (2012). Teacher working conditions in charter schools and traditional public schools: A comparative study. Teachers College Record, 114(3), 1–26.
   Web of Science ®Google Scholar
• Nichols-Barrer, I., Gill, B. P., Gleason, P., & Tuttle, C. C. (2012). Student selection, attrition, and replacement in KIPP Middle Schools. Washington, DC: Mathematica Policy Research. Retrieved from http://www.mathematica-mpr.com/~/media/publications/PDFs/education/kipp_middle_schools_wp.pdf
   Google Scholar
• Noguera, P. A. (2003). City schools and the American dream. New York, NY: Teachers College Press.
   Google Scholar
• Podgursky, M. (2006). Teams vs. bureaucracies: Personnel policy, wage-setting, and teacher quality in traditional public, charter, and private schools. Paper presented at the National Conference on Charter School Research, Nashville, TN.
   Google Scholar
• Ravitch, D. (2013). The reign of error: The hoax of the privatization movement and the danger to America’s public schools. New York, NY: Knopf.
   Google Scholar
• Rich, M. (2013, August 26). At charter schools, short careers by choice. The New York Times. Retrieved from http://www.nytimes.com/2013/08/27/education/at-charter-schools-short-careers-by-choice.html?pagewanted=all&_r=0
   Google Scholar
• Rosenholtz, S. J., & Simpson, C. (1990). Workplace conditions and the rise and fall of teachers’ commitment. Sociology of Education, 63(4), 241–257. Retrieved from http://dx.doi.org/10.2307/2112873
   Web of Science ®Google Scholar
• Saldana, J. (2009). The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York, NY: Teachers College Press.
   Google Scholar
• Starnaman, S. M., & Miller, K. I. (1992). A test of a causal model of communication and burnout in the teaching profession. Communication Education, 41, 40–53. doi:10.1080/03634529209378869
   Web of Science ®Google Scholar
• Stone, N., & Tierney, T. (2010, November 1). Donors must include attention to accountability with their gifts. The Chronicle of Philanthropy. Retrieved from https://philanthropy.com/article/Donors-Must-Impose-High/159599
   Google Scholar
• Stuit, D. A., & Smith, T. M. (2012). Explaining the gap in charter and traditional public school teacher turnover rates. Economics of Education Review, 31(2), 268–279. doi:10.1016/j.econedurev.2011.09.007
   Web of Science ®Google Scholar
• Toch, T. (2009). Charter-management organizations: Expansion, survival, and impact. Education Week, 29(9), 26–27.
   Google Scholar
• Torres, A. C. (2014a). Is this work sustainable? Teacher turnover and perceptions of workload in charter management organizations. Urban Education, 1–24. DOI: 10.1177/0042085914549367
   Google Scholar
• Torres, A. C. (2014b). “Are we architects or construction workers?” Re-examining teacher autonomy and turnover in charter schools. Education Policy Analysis Archives, 22(124). http://dx.doi.org/10.14507/epaa.v22.1614
   Google Scholar
• Torres, A. C. (2016). The uncertainty of high expectations: How principals influence relational trust and teacher turnover in no excuses charter schools. Journal of School Leadership, 26, 61–90.
   Google Scholar
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. doi:10.1016/S0742-051X(01)00036-1
   Web of Science ®Google Scholar
• Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173–189. doi:10.1080/01443410903494460
   Web of Science ®Google Scholar
• Tuttle, C. C., Gill, B., Gleason, P., Knechtel, V., Nichols-Barrer, I., & Resch, A. (2013). KIPP middle schools: Impacts on achievement and other outcomes. Washington, DC: Mathematica Policy Research.
   Google Scholar
• Van Dick, R., & Wagner, U. (2001). Stress and strain in teachers: A structural approach. British Journal of Educational Psychology, 71(2), 243–259. doi:10.1348/000709901158505
   PubMed Web of Science ®Google Scholar
• Vasudeva, A., & Grutzik, C. (2002). California’s charter school teachers: The embedded context of professionalism. In A. S. Wells (Ed.), Where charter school policy fails: The problems of accountability and equity (pp. 159–177). New York, NY: Teachers College Press.
   Google Scholar
• Veltri, B. T. (2012, May). Teach for America: It’s more about leading than teaching. Educational Leadership, 69(8), 62–65.
   Web of Science ®Google Scholar
• Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research, 100(5), 303–310. doi:10.3200/JOER.100.5.303-310
   Web of Science ®Google Scholar
• Wei, X., Patel, D., & Young, V. (2014). Opening the “black box”: Organizational differences between charter schools and traditional public schools. Education Policy Analysis Archives, 22(3). doi:10.14507/epaa.v22n3.2014
   Google Scholar
• Whitman, D. (2008). Sweating the small stuff: Inner-city schools and the new paternalism. Washington, DC: Thomas B. Fordham Institute.
   Google Scholar
• Wilson, S. (2009). Success at scale in charter schooling. Washington, DC: American Enterprise Institute. Retrieved from http://www.aei.org/outlook/education/k-12/success-at-scale-in-charter-schooling/
   Google Scholar
• Woodworth, K. R., David, J. L., Guha, R., Wang, H., & Lopez-Torkos, A. (2008). San Francisco bay area KIPP schools: A study of early implementation and achievement, final report. Menlo Park, CA: SRI International.
   Google Scholar
• Yeh, S. (2013). A Re-analysis of the effects of KIPP and the Harlem Promise Academies. Teachers College Record, 115(4), 1–20.
   Web of Science ®Google Scholar
• Zubrzycki, J., Cavanagh, S., & McNeil, M. (2013). Charter schools’ disciplinary policies face scrutiny. Education Week, 32(21), 16–20.
   Google Scholar