ERIC Number: EJ1020686
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Reference Count: 29
Involuntary Teacher Transfer: An Underexamined Practice
Riordan, Kate E.
Intervention in School and Clinic, v49 n3 p181-186 Jan 2014
Involuntary teacher transfer occurs whenever the reassignment of a teacher is initiated by a school or district rather than the teacher. These transitions are more likely to occur among special education teachers than among general education teachers. Although this type of transfer is not a new phenomenon, there has been surprisingly little scientific inquiry into this practice to determine its effect on teachers and students. This article describes the lack of scientific knowledge about the practice, especially for special education, why schools use the strategy, the effects of these transfers, and factors that lead to involuntary transfers. Going forward, more high-quality research is needed on the practice of involuntary transfer within the field of special education and the consequences of the policy. When policy makers ask to see the data that result from this research, the right questions must have been asked, especially as they pertain to special education.
Descriptors: Special Education, Teacher Transfer, Faculty Mobility, Data, Decision Making, Special Education Teachers, Academic Achievement, Teacher Attitudes
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)