2025 Winter Journal of Scholarship and Practice
The Winter 2024-2025 issue of the AASA Journal of Scholarship and Practice focuses on teachers. Editor Ken Mitchell contends that “teachers are too often maligned and undervalued by those who lack understanding of the enormity and complexity of learning and the relationship of skilled and research-informed teaching to maximize it.”
In “Why Texas Teachers Leave the Classroom: A Qualitative Look into Non-retirement Attrition,” the researchers found the teachers in the systems they studied “believe they are overworked and undervalued …” The study serves as a snapshot of why teachers are exiting the profession at greater rates than past generations. Authors are Rebecca Wentworth, Jalene Potter, Daphne Johnson and Dustin Hebert.
In “Elementary Teacher Planning Time: Finding Innovation through Focused Collaboration,” understanding how to best support teachers’ collaborative learning and planning with the limitations and challenges of the traditional school schedule is investigated. The author is Katie Ridgway.
In the next two articles, the focus is on unique ways to increase the teacher pipeline. In the first article, the authors acknowledged how the national teacher shortage makes it challenging for principals and superintendents to hire certified teachers by sharing a university-educational agency model via a “teacher apprenticeship pathway.” The researchers (Megan Schuh, Jennifer Nash, Ryan Young, David De Jong) examined, through the lens of 78 paraprofessionals who were pursuing a pathway to a teaching degree. In the second article, researcher (Natasha Pitt) studied a “grow your own” program design to recruit current middle and high school students to the profession.
“Raising the Volume on Teacher Vocal Wellness: Perspectives from Practicing School Administrators,” examines, in this unique qualitative study, how administrators understood teachers’ vocal complaints and relevant policies. This final article’s authors are Pamela Hallam, Megan Hodgman, Lady Catherine Cantor-Cutiva, Eric Hunger and Alicia McIntire.
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Additional Articles
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Finding, Developing, and Supporting Teachers: Challenges for Today’s School LeadersThe Winter 2024-25 issue of the AASA Journal of Scholarship and Practice is focused on teachers. The impact of their work can be profound, leaving indelible impressions on generations of students that influence all of society.
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Why Texas Teachers Leave the Classroom: A Qualitative Look into Non-RetirementIn this article, the authors analyze 40+ years of data to uncover seven key themes driving teacher attrition beyond just pay, emphasizing the need for supportive leadership and systemic changes to improve retention.
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Elementary Teacher Planning Time: Finding Innovation through Focused CollaborationIn this article, the authors highlight how a collaborative approach to master scheduling can help districts increase teacher planning time while balancing local needs, stakeholder input, and systemic constraints.
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A Teacher Apprenticeship Pathway in a Rural, Midwest State: Perspectives of Teacher ApprenticesIn this article, the authors explore a teacher apprenticeship pathway (TAP) designed to address teacher shortages, highlighting participants’ positive experiences and challenges, offering insights for school leaders considering similar programs.
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To Teach or not to Teach: A Qualitative Study of Pre-Collegiate Grow Your Own Teacher Programs and the Perceptions of Alumni, Current Staff, and Former StaffIn this article, the authors examine how pre-collegiate Grow Your Own teacher programs help address teacher shortages by inspiring Black and Latinx students to enter the profession, highlighting their impact on alumni career decisions.
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Raising the Volume on Teacher Vocal Wellness: Perspectives from Practicing School AdministratorsIn this article, the authors examine administrators' perspectives on teacher vocal health, highlighting limited awareness, reliance on amplification, and concerns about COVID-19’s impact on student speech and literacy.
Thanks and Appreciation
The AASA Journal of Scholarship and Practice would like to thank AASA, The School Superintendents Association, and in particular AASA’s Leadership Network, for its ongoing sponsorship of the Journal. We also offer special thanks to Kenneth Mitchell, Manhattanville University, for his efforts in selecting the articles that comprise this professional education journal and lending sound editorial comments to each volume. The unique relationship between research and practice is appreciated, recognizing the mutual benefit to those educators who conduct the research and seek out evidence-based practice and those educators whose responsibility it is to carry out the mission of school districts in the education of children. Without the support of AASA and Kenneth Mitchell, the AASA Journal of Scholarship and Practice would not be possible.
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Additional Resources
- Read previous issues of the Journal of Scholarship and Practice
- Browse the latest resources on the all new AASA.org
- Discover inspiring stories and strategies shaping the future of public education on the new Schools of Thought Blog
- Access the latest advocacy updates on The Leading Edge Blog
- Read the latest issue of School Administrator magazine
- View upcoming AASA events and programs
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