Review of The Reasons Teachers Stay: Lessons from High-Retention Schools, Districts, and Communities, by D. B. Larkin & S. P. Patzelt

Elsie Szecsy

doi:10.14507/er.v33.4664

Autores/as

Elsie Szecsy Arizona State University

DOI:

https://doi.org/10.14507/er.v33.4664

Biografía del autor/a

Elsie Szecsy, Arizona State University

Elsie Szecsy is an emerita research professional at Arizona State University, where her research interests were on intersections among teaching, learning, and leadership, with institutional, organizational, and instructional arrangements in linguistically and culturally diverse education settings. She was involved in several documentation research projects in metro New York and metro Phoenix, Arizona, that aimed to improve Latino representation among high school and college graduates and among faculty and administrators in K-12 and higher education. Her research interests have since expanded to include humanities-based approaches to discover racial and other injustices in schools and other educational settings. Dr. Szecsy holds an Ed.D. in Educational Administration from Teachers College, Columbia University.

Citas

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[Book reviewed] Larkin, D. B., & Patzelt, S. P. (2026). The reasons teachers stay: Lessons from high-retention schools, districts, and communities. Harvard Education Press.