Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 70

68 survey (NCES2014-077). U.S. Department of Education. Washington, DC: National Center for Education Statistics. 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. Guarino, C., Santibañez, L., Daley, G. & Brewer, D. (2004). A review of research literature on teacher recruitment and retention. Santa Monica, CA: RAND. Retrieved from www. rand.org/publications/TR/TR164/. Hollas, V. M. (2011). Science teaching in Texas: Investigating relationships among Texas high school science teachers’ working conditions, job satisfaction, and retention (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (3500260) Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38 (3), 499–534. Ingersoll, R. (2003). Is there really a teacher shortage? A research report. Center for the Study of Teaching and Policy. Retrieved from http://www.ctpweb.org. Ingersoll, R. (2011). Do we produce enough mathematics and science teachers? Kappan, 92 (6), 37-41. Ingersoll, R. & May, H. (2012). The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis. 34 (4), 435-464. Ingersoll, R., & Perda, D. (2010). Is the supply of mathematics and science teachers sufficient? American Educational Research Journal, 47 (3), 563–595. Ivey, T. A. (2009). High school science teacher induction in Texas: Implications for policy (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No. 3400748) Kent, A. M., Feldman, P., & Hayes, R. L. (2009). Mentoring and inducting new teachers into the profession: An innovative approach. International Journal of Applied Educational Studies, 5 (1), 73-95. Lastica, J. L. (2012). Why do they stay? A phenomenological study of secondary science teachers’ experiences (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No. 3524366) Lembo, L. (2016). The STEM teacher shortage: A case study on recruitment and retention in two California counties (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (10103316) McConnell, J. R. (2013). Math and science teachers dropping out of public schools: A nationwide look at their lack of retention using structural equation modeling (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (3570936) McNeill, K. M. (2016). A study of factors that impact middle school teacher job satisfaction (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (10126023) O’Donnell, J. (2014). Leadership in schools: What motivates educators to teach (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (3637171) Rieg, S. A., Paquette, K. R., & Chen, Y. (2007). Coping with stress: An investigation of novice teachers in the elementary classroom. Education, 128 (2), 211-226. Simon, N. S., & Johnson, S. M. (2013). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117 (3), 1–36. Texas Education Agency. (2017a). 2016-17 Texas Academic Performance Report. Retrieved from https://rptsvr1.tea. texas.gov/perfreport/tapr/2016/index.html Texas Education Agency. (2017b). Science . Retrieved from http:// tea.texas.gov/Academics/Subject_Areas/Science/Science/ Tran, M. T., Young, R. L., Mathison, C., & Hahn, B. T. (2000). New teacher confidence: How does it develop? Paper presented at the Annual Meeting of the American Education Research Association, New Orleans, LA. U.S. Department of Education. (2015). T eacher shortage areas nationwide listing 1990-1991 through 2015-2016. Office of Postsecondary Education. Washington, DC. Vagi, R., Pivovarova, M., & Miedel Barnard, W. (2017). Keeping our best? A survival analysis examining a measure of preservice teacher quality and teacher Attrition. Journal of Teacher Education, 68 (6), 1–13. Christopher Michael Miller, Ed.D.