Going the Distance
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2020
A01=Alisun Thompson
A01=Judith Warren Little
A01=Lora Bartlett
A01=Riley Collins
Age Group_Uncategorized
Age Group_Uncategorized
Author_Alisun Thompson
Author_Judith Warren Little
Author_Lora Bartlett
Author_Riley Collins
automatic-update
Category1=Non-Fiction
Category=JNA
Category=JNF
Category=JNP
Category=JNQ
Category=JNT
COP=United States
coronavirus
COVID
COVID-19
crisis and disaster
crisis theory
Delivery_Pre-order
demoralized teachers
eq_bestseller
eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
K-12
Language_English
PA=Not yet available
pandemic
policy
post-pandemic
Price_€20 to €50
professional commitment
PS=Forthcoming
public education
school districts
school policies
shared leadership
softlaunch
Suddenly Distant Research Project
support
systems
teacher appreciation
teacher attrition
teacher burnout
teacher disaffection
teacher qualification
teacher retention
teacher voice
teacher workforce
teaching
teaching profession
working conditions
Product details
- ISBN 9781682539439
- Dimensions: 152 x 229mm
- Publication Date: 30 Nov 2024
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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An unflinching yet ultimately hopeful appraisal of the workplace factors that determine career risk and resilience among K–12 teachers, informed by the lessons of the COVID-19 crisis
In Going the Distance, Lora Bartlett, Alisun Thompson, Judith Warren Little, and Riley Collins examine the professional conditions that support career commitment among K–12 educators--and the factors that threaten teacher retention. Drawing insight from the period of significant teacher turnover and burnout both during and beyond COVID-19 school shutdowns in the United States, the authors offer clear guidance for policies and practices that meet the needs of teachers and nourish a robust teaching workforce.
The work presents vivid firsthand accounts of teaching during crisis that were captured as part of the Suddenly Distant Research Project, a longitudinal study of the experiences of seventy-five teachers in nine states over thirty months, from the school closures of spring 2020 through two full school years. The authors characterize the pandemic as a perspective-shifting experience that exposed existing structural problems and created new ones: a widespread sociopolitical framing of teaching as an occupation constrained by strict regulation and oversight, an overreliance on test-based accountability, a decline in public investment in education, and growing legislative constraints on what teachers could teach.
Identifying contextual differences between teachers who left and those who persevered, the work calls for solutions--including increased teacher voice, collaborative workplace cultures, and reforming school accountability systems--that support teachers to pursue ambitious educational goals in ordinary times and equip them to respond rapidly and capably in times of crisis.
In Going the Distance, Lora Bartlett, Alisun Thompson, Judith Warren Little, and Riley Collins examine the professional conditions that support career commitment among K–12 educators--and the factors that threaten teacher retention. Drawing insight from the period of significant teacher turnover and burnout both during and beyond COVID-19 school shutdowns in the United States, the authors offer clear guidance for policies and practices that meet the needs of teachers and nourish a robust teaching workforce.
The work presents vivid firsthand accounts of teaching during crisis that were captured as part of the Suddenly Distant Research Project, a longitudinal study of the experiences of seventy-five teachers in nine states over thirty months, from the school closures of spring 2020 through two full school years. The authors characterize the pandemic as a perspective-shifting experience that exposed existing structural problems and created new ones: a widespread sociopolitical framing of teaching as an occupation constrained by strict regulation and oversight, an overreliance on test-based accountability, a decline in public investment in education, and growing legislative constraints on what teachers could teach.
Identifying contextual differences between teachers who left and those who persevered, the work calls for solutions--including increased teacher voice, collaborative workplace cultures, and reforming school accountability systems--that support teachers to pursue ambitious educational goals in ordinary times and equip them to respond rapidly and capably in times of crisis.
Lora Bartlett is an associate professor of education at the University of California, Santa Cruz. Her research advances knowledge related to teachers’ professional commitment, conceptions of teacher professionalism, and the composition of the teacher workforce.
Alisun Thompson is an assistant professor and teacher educator at the University of Puget Sound. Her research focuses on the conditions that attract, support, and retain teachers in the profession.
Judith Warren Little is the Carol Liu Professor of Education Policy, emerita, at the University of California, Berkeley, and an elected member of the National Academy of Education. She is a sociologist whose research focuses on teachers’ work and the organizational and policy contexts of teaching.
Riley Collins is a doctoral candidate in the Education Department at the University of California, Santa Cruz, whose work centers on teacher labor organizing.
Alisun Thompson is an assistant professor and teacher educator at the University of Puget Sound. Her research focuses on the conditions that attract, support, and retain teachers in the profession.
Judith Warren Little is the Carol Liu Professor of Education Policy, emerita, at the University of California, Berkeley, and an elected member of the National Academy of Education. She is a sociologist whose research focuses on teachers’ work and the organizational and policy contexts of teaching.
Riley Collins is a doctoral candidate in the Education Department at the University of California, Santa Cruz, whose work centers on teacher labor organizing.
