Teacher turnover and residential instability: Exploring joint and contextual associations with child behavior
This paper explored whether within-year teacher turnover and residential instability jointly predict child behaviors when they co-occur. Specifically, we investigated this question in a nationally representative sample of Head Start children using the Family and Child Experiences Survey (FACES), in the years before and after the Great Recession (2006-2009); a sample and a time in which there were high rates of both turnover and residential moves. A secondary question we asked was whether children's behavior problems were only expressed in the context in which they experienced instability, such as behavior problems emerging in the classroom in response to teacher turnover, or more globally, such as seeing these behaviors at home and school. (author abstract)
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