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This study examines the implications of high turnover in Research Practice Partnerships (RPPs) within a CS4ALL initiative in a mid-size western Massachusetts public school district. It explores how the reassignment or departure of teachers and key personnel in educational projects disrupts systemic stability by diminishing crucial contextual knowledge and professional relationships. Using a mixed-methods approach, the research analyzes quantitative data from the Massachusetts Department of Elementary and Secondary Education (DESE) database and reports, and qualitative data from stakeholder interviews and focus groups. Findings reveal that high teacher turnover and leadership changes significantly hinder communication, trust, and collaboration, jeopardizing the effectiveness of educational initiatives. This study underscores the importance of consistent, well-supported personnel in sustaining successful educational practices and partnerships.