Articles

• Motivational Factors in Urban Teacher Retention
  Mary J. Selke, Nancy Kennedy, and Jeanette Mines
  The authors explore Herzberg's theories of motivation to suggest that working conditions, achievement, and recognition may be more important in teacher causing teacher attrition than environmental factors so often cited in high-need schools.
• Principal Performance in High-Need Schools
  Kristine Servais and Kellie Sanders
  Focuses on the critical role of principals in achieving high teacher retention and calls attention to the need for principal professional development programs.
• It Takes a School to Raise a Teacher
  Robert E. Lee and Barbara Radner
  The authors cite the experience of the DePaul University Urban Teacher Corps program to support their thesis that site-based teacher preparation is a superior model to traditional program.
• Pre-service Teachers' Motivations for Becoming Teachers
  Anne George
  Explores motivation of pre-service teachers and their unpreparedness to manage classroom management issues in high need schools.

Columns

Jan Fitzsimmons
This issue provides an overview of teacher recruitment and retention, and analyzes the role of diversity within the teaching profession.

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Carol Lanning
Traces the development of the Associate of Arts in Teaching degree in Illinois community colleges which focuses on general education, early classroom observation, and passage of the Illinois Test of Basic Skills as part of articulation agreements with four-year institutions.

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Victoria Chou
Diversity in Teaching Corps argues that diversity goals for the teacher corps must be seen as a means to an educational end that can only be achieved through improved recruitment, preparation and retention of teachers for high-need schools.

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