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High rates of attrition make it challenging for schools to provide qualified special education teachers for students with disabilities, especially given chronic teacher shortages. We synthesize 30 studies from 2002 to 2017, examining factors associated with special educator attrition and retention, including (a) teacher preparation and qualifications, (b) school characteristics, (c) working conditions, and (d) teacher demographic and nonwork factors. Most studies examined working conditions (e.g., demands, administrative and collegial supports, resources, compensation) among special educators who left teaching, moved to other positions, transferred to general education teaching, or indicated that they intended to stay or leave. The majority of researchers used quantitative methods to analyze national, state, or other survey data, while eight used qualitative methods. Our critique identifies both strengths and weaknesses of this literature, suggests research priorities, and outlines specific implications for policy makers and leaders.

Academic mobility has existed since ancient times. Recently, however, academic mobility-the crossing of international borders by academics who then work 'overseas'-has increased. Academics and the careers of academics have been affected by governments and institutions that have an interest in coordinating and accelerating knowledge production. This article reflects on the relations between academic mobility and knowledge and identity capital and their mutual entanglement as academics move, internationally. It argues that the contemporary movement of academics takes place within old hierarchies among nation states, but such old hierarchies intersect with new academic stratifications which will be described and analysed. These analytical themes in the article are supplemented by excerpts from interviews of mobile academics in the UK, USA, New Zealand, Korea and Hong Kong as selected examples of different locales of academic capitalism. (HRK / Abstract übernommen).

The cross-border movement of people in higher education has been attracting scholarly attention for decades, but the definition of ‘international academic mobility’ bears ambiguities. This article reviews the literature on international academic mobility published in the journal Higher Education and beyond. By bridging the literature on international academic mobility from higher education studies and other disciplines, this article proposes to redefine international academic mobility, which highlights the integration of both international student mobility and international faculty mobility. Furthermore, this article outlines a new conceptual framework and research agenda, on the role of international academic mobility in the national, regional, and global knowledge systems. The framework highlights the relationship between international academic mobility and worldwide knowledge acquisition, production, transfer, circulation, networks, and the geopolitics of science. The article also proposes further methodologies for future research on international academic mobility.

This study takes a novel perspective on mobility as career script compliance to explore the factors that might influence how mobile academics in a country perceive the impact of international mobility on their overall academic career progression and job options. We conduct a country-level qualitative comparative analysis on a sample of 24 European Union (EU) countries, based on data from European Commission’s MORE3 indicator tool. We find that these perceptions about the impact are shaped by the dominant patterns of mobility in that country, and the general perception of academics in that particular country that international mobility is rewarded in the institutional promotion schemes. This study introduces new explanatory factors for the career script for international mobility. In so doing, we provide a richer understanding of how countries might influence academics’ mobility, which sheds light on previous inconclusive empirical evidence linking international mobility and academics’ careers. Our findings have implications for the policy design of international mobility and open up new lines of inquiry for cross-country comparisons.

Internationalisation is a dominant policy discourse in the field of higher education today, driven by an assemblage of economic, social and educational concerns. It is often presented as an ideologically neutral, coherent, disembodied, knowledge-driven policy intervention-an unconditional good. Mobility is one of the key mechanisms through which internationalisation occurs, and is perceived as a major form of professional and identity capital in the academic labour market. Yet, questions remain about whether opportunity structures for mobility are unevenly distributed among different social groups and geopolitical spaces. While research studies and statistical data are freely available about the flows of international students, there is far less critical attention paid to the mobility of academics. Drawing on semi-structured interviews with 14 migrant academics from diverse ethnic backgrounds, including Roma and Latin American communities, and the theoretical framings of the new mobility paradigm and cognitive and epistemic justice, this article explores some of the hidden narratives of migrant academics' engagements with mobility in the global knowledge economy. It concludes that there is a complex coagulation of opportunities and constraints. While there are many gains including transcultural learning, enhanced employability and inter-cultural competencies, there are also less romantic aspects to mobility including 'otherness', affective considerations such as isolation, and epistemic exclusions, raising questions about whose knowledge is circulating in the global academy. (HRK / Abstract übernommen).

The COVID-19 pandemic has placed significant demands on teachers. The current study uses needs assessment data gathered from 454 New Orleans charter school teachers (81% women; 55% Black; 73% regular education) during the first months of the pandemic. On average, teachers experienced seven stressors (out of 18 surveyed) and four protective factors (out of six surveyed). Teachers who experienced more stressors reported worse mental health and found it harder to cope and teach. Experiencing more protective factors was associated with finding it easier to cope and teach. In comparison to White teachers, Black teachers reported better mental health, more protective factors, less of a negative impact of stressors, and more of a positive impact of protective factors. Lack of connection and online teaching challenges were the most difficult aspects of teaching during the pandemic; support from coworkers and administrators were the most helpful. Recommendations to support teachers are discussed. Impact Statement Teachers experienced considerable stress as a result of the COVID-19 pandemic, which was related to poorer mental health, coping, and teaching. At the same time, teachers reported resiliencies, which were related to better coping and teaching. Supporting teachers' well-being is critical to prevent significant adverse consequences for teachers, their students, and the education system as a whole. Supplemental data for this article is available online at http://dx.doi.org/10.1080/2372966X.2020.1855473 .

This article uses a context of increasing institutional demand to be geographically mobile to examine how early-career researchers move across borders. I explore the case of Swiss academia, a particularly competitive and attractive environment with the highest levels of inbound and outbound mobility in Europe. In line with the aims of the European Research Area, an EU programme created in 2000 to foster a pan-European academic labour market, Switzerland funds scientific mobility and promotes extended research trips abroad as tools to boost collaboration and research excellence. Therefore, Swiss institutions have valued mobility for professional and personal development. In the meantime, they have raised concerns about female academics not being mobile and the potential consequences of their local family ties on career inequalities. In this study, I explore how early-career researchers experience mobility and how their personal accounts challenge institutional definitions of being mobile or immobile. I draw on a qualitative analysis of 65 semi-structured interviews conducted for two EU research projects on early-career academics from various backgrounds. I show how empirical data question the traditional—and often gendered—mobile/immobile dichotomy. I also highlight how mobility practices are normalised by the interviewees. Moreover, using the concept of stickiness, I describe a subtle range of sticky-to-stretchy mobility experiences influenced by both structural and individual factors. Finally, through the figure of the geoccasional worker, I question romanticised visions of mobility and stress the need to reconsider mobility as a (gendered) precarity issue rather than as a female problem.

International scientific mobility and research careers are two concepts that are intimately related. Yet, it has been very difficult for scholarship to pinpoint exactly how international mobility impacts on research careers. This paper contributes to this question by investigating links between international mobility, research career stage progression and job changes. It does so using a large-scale survey (MORE) which targets researchers based in European universities. The results establish that the profile of international mobility varies by academic research career stage. They also show that for researchers in the established mid-career phase who are working internationally, there are career advancement benefits associated with return mobility to their home country. However, these benefits may reduce if the timing of return is too delayed. The paper concludes by discussing the implications of these results for researcher mobility policy in the context of the European Higher Education Area and the European Research Area.

This article explores how organizational mobility and foreign nationality affect a researcher’s chances of an internal career promotion in university systems that do not have rules preventing inbreeding and where teaching occurs mostly not in English but a local language. As a case study, we have examined the Flemish university system, the Dutch speaking part of Belgium, and developed expectations on the chances of promotion for mobile and foreign researchers compared to non-mobile and nationals. We use data for all postdoctoral and professorial staff between 1991 and 2017, for a total of 14,135 scientists. We calculated the chances of promotion with a competing risk model to take time into account and to disentangle the probability of two mutually exclusive risk events: promotion and leaving the university. The results show that international mobility and foreign nationality reduced the chances of promotion in the same university, and that mobile and foreign scientists were also more likely to leave any given university. These effects were particularly strong at an early stage: in the study period, 21.9% of non-mobile national postdocs became professor compared to just 1.2% of internationally mobile foreigners. These results would suggest that internationally mobile and foreign scientists struggle to advance in universities that lack rules preventing inbreeding and with little opportunity to teach in English.

Studies link principal effectiveness to lower average rates of teacher turnover. However, principals need not target retention efforts equally to all teachers. Instead, strong principals may seek to strategically influence the composition of their school's teaching force by retaining high performers and not retaining lower performers. We investigate such strategic retention behaviors with longitudinal data from Tennessee. Using multiple measures of teacher and principal effectiveness, we document that indeed more effective principals see lower rates of teacher turnover, on average. Moreover, this lower turnover is concentrated among high-performing teachers. In contrast, turnover rates of the lowest-performing teachers, as measured by classroom observation scores, increase substantially under higher-rated principals. This pattern is more apparent in advantaged schools and schools with stable leadership.