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Results highlight ongoing difficulty attracting specialist high-school teachers in sciences and mathematics and elementary special education teachers, limited incentives to recruit and retain staff, and a blended learning preference among about one-quarter of participants.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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University of Northern British Columbia  \nThis two‐year study (2007‐2009), which examined teacher supply and demand issues in northern Canada – Fort Nelson School District (BC), the Fort Vermilion School Di‐ vision (AB), the Yukon Department of Education (YK), and the Yellowknife School District (NWT)– comprised three research objectives: (a) to ascertain in which subject areas acute and chronic needs for teachers existed,(b) to investigate recruitment and retention methods for northern professionals, and (c) to ascertain preferred profes‐ sional development models. The participants included teachers, principals, and hiring personnel in the research sites. Research methods included the use of an on‐line ques‐ tionnaire (n = 113), at least two semi‐structured interviews at each of the four sites with five to ten teachers, three to five principals, and one Human Resources person‐ nel, and researcher field notes. Findings confirm and expand upon conclusions drawn by others and demonstrate the unique needs of northern educators. In particular, we found that (a) school districts continue to struggle with finding specialist teachers in the senior high sciences and mathematics and in elementary Special Education, (b) few incentives exist for teachers to come to northern school districts and to stay there, and (c) the preferred professional development model for approximately one‐quarter of these Northern teachers, administrators, and hiring personnel is blended learning.  \nKey words: rural education, professional development, northern Canada, retention and recruitment  \nCANADIAN JOURNAL OF EDUCATION 33, 4 (2010): 869‐896 ©2010 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nCette étude, qui s’est déroulée sur deux ans (2007‐2009), portait sur les questions d’offre et de demande en lien avec les enseignants dans le nord du Canada, notam‐ ment dans la commission scolaire de Fort Nelson (C.‐B.), la division scolaire de Fort Vermilion (Alb.), the Department of Education du Yukon (Yukon), et la commissionscolaire de Yellowknife (T.‐N.‐O.) . Les chercheurs poursuivaient trois objectifs : (a) découvrir pour quelles matières il existe des besoins ponctuels et chroniques en ma‐ tière d’enseignants; (b) enquêter sur les méthodes de recrutement et de maintien en poste des professionnels dans le nord du Canada; (c) déterminer quels sont les modè‐ les de perfectionnement professionnel préférés. Les participants incluaient des ensei‐ gnants, des directeurs d’école et des spécialistes du recrutement dans les divers sites de recherche. Les méthodes de recherche comprenaient l’utilisation d’un questionnai‐ re en ligne (n = 113), au moins deux entrevues semi‐structurées à chacun des quatre sites avec cinq à dix enseignants, trois à cinq directeurs d’école et un membre du ser‐ vice des ressources humaines ainsi que des notes prises sur le terrain par les cher‐ cheurs. Les données recueillies confirment et poussent plus loin encore les conclu‐ sions d’autres chercheurs et démontrent les besoins tout particuliers des enseignants en poste dans le Nord. Les auteurs ont découvert, entre autres, que les commissionsscolaires continuent à avoir de la difficulté à trouver des enseignants spécialisés dans les sciences et les mathématiques du dernier cycle du secondaire et des orthopédago‐ gues au primaire, que peu d’incitatifs sont offerts pour attirer et maintenir en postedes enseignants dans les commissions scolaires du Nord et que le modèle de perfec‐ tionnement professionnel préféré pour à peu près le quart des enseignants, des admi‐ nistrateurs et des spécialistes en recrutement est la formation mixte.  \nMots clés : éducation en milieu rural, perfectionnement professionnel, nord du Cana‐ da, recrutement et maintien en poste.  \nThe supply and number of specialist teachers in Canada in general and in the North in particul","cbCaimIDfJ2kZjI1","https://ap.wps.com/l/cbCaimIDfJ2kZjI1","pdf",328274,28,"English","# Study objectives and research sites\n# Methods: questionnaire, interviews, and field notes\n# Findings and key needs\n# Broader context: teacher shortages and specialist supply","[{\"question\":\"Which teacher needs are identified as most acute in northern Canada?\",\"answer\":\"Specialist teachers remain difficult to find, especially in senior high sciences and mathematics and in elementary special education.\"},{\"question\":\"What recruitment and retention problem do the study results emphasize?\",\"answer\":\"Few incentives exist for teachers to come to northern school districts and to stay there, contributing to staffing instability.\"},{\"question\":\"What professional development model do participants most prefer?\",\"answer\":\"About one-quarter of northern teachers, administrators, and hiring personnel prefer blended learning as the preferred professional development model.\"}]","Teacher Supply and Demand - Issues in Northern Canada | PDF",1792085091,71]