Involuntary Teacher Transfer: An Underexamined Practice

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 phen...

Full description

Saved in:
Bibliographic Details
Published in:Intervention in school and clinic 2014-01, Vol.49 (3), p.181-186
Main Author: Riordan, Kate E.
Format: Article
Language:English
Subjects:
Academic Achievement
Data
Decision Making
Faculty Mobility
Schools and Staffing Survey (NCES)
Special Education
Special Education Teachers
Teacher Attitudes
Teacher Transfer
Teaching methods
Transitions
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:1053-4512
1538-4810
DOI:10.1177/1053451213496150