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Author: Dwight D. Haun Publisher: ISBN: Category : Employee retention Languages : en Pages : 300
Book Description
The purpose of this study was to investigate beginning teacher attrition and the factors of collaboration, school level (elementary, middle, and secondary), and school setting (urban, suburban, and rural). Quantitative data were collected from 270 present and former teachers in a 23-county region of a Midwest state using the researcher-created Collaboration Survey. Building principals and central office staff supplied attrition data from the 1998-2002 school years. Follow-up, semi-structured interviews with five percent of the sample population and unsolicited written comments found on the Collaboration Survey provided qualitative data. A one-way ANOVA was used to detect differences in the attrition rates at different school levels. No significant differences were found to exist between the attrition rates of elementary, middle, and secondary beginning teachers. Aggregate computation of the four-year attrition rate revealed a substantial difference in the attrition rate by school setting. Urban schools had a much lower rate (4%) than did suburban (15%) and rural (17%) schools in the sample. A MANOVA was utilized to detect differences in the degree of collaboration experienced by current beginning teachers and former teachers with less than five years experience. It was noted that the N for former teachers in the sample was very low and would affect the significance of any statistical analysis using former teachers as a group. Of the six subscales measuring collaboration, current and former teachers' total responses did not differ significantly. However, a one-way MANOVA was calculated for the three items comprising two subscales, Commitment and Process. Significant differences were found in one item from each of the two subscales. First, an item concerning the effect of the collaborative group on the beginning teacher's desire to continue teaching, and second, an item concerning the collaborative group member's responsibility for a common group of students. A Chi-Square test of independence determined that interdisciplinary teaming did not affect the attrition rate of beginning middle level teachers. Although beginning middle school teachers on interdisciplinary teams in this study had a lower attrition rate (0%) than beginning middle school teachers not on interdisciplinary teams (7.8%), the difference was not significant.
Author: Dwight D. Haun Publisher: ISBN: Category : Employee retention Languages : en Pages : 300
Book Description
The purpose of this study was to investigate beginning teacher attrition and the factors of collaboration, school level (elementary, middle, and secondary), and school setting (urban, suburban, and rural). Quantitative data were collected from 270 present and former teachers in a 23-county region of a Midwest state using the researcher-created Collaboration Survey. Building principals and central office staff supplied attrition data from the 1998-2002 school years. Follow-up, semi-structured interviews with five percent of the sample population and unsolicited written comments found on the Collaboration Survey provided qualitative data. A one-way ANOVA was used to detect differences in the attrition rates at different school levels. No significant differences were found to exist between the attrition rates of elementary, middle, and secondary beginning teachers. Aggregate computation of the four-year attrition rate revealed a substantial difference in the attrition rate by school setting. Urban schools had a much lower rate (4%) than did suburban (15%) and rural (17%) schools in the sample. A MANOVA was utilized to detect differences in the degree of collaboration experienced by current beginning teachers and former teachers with less than five years experience. It was noted that the N for former teachers in the sample was very low and would affect the significance of any statistical analysis using former teachers as a group. Of the six subscales measuring collaboration, current and former teachers' total responses did not differ significantly. However, a one-way MANOVA was calculated for the three items comprising two subscales, Commitment and Process. Significant differences were found in one item from each of the two subscales. First, an item concerning the effect of the collaborative group on the beginning teacher's desire to continue teaching, and second, an item concerning the collaborative group member's responsibility for a common group of students. A Chi-Square test of independence determined that interdisciplinary teaming did not affect the attrition rate of beginning middle level teachers. Although beginning middle school teachers on interdisciplinary teams in this study had a lower attrition rate (0%) than beginning middle school teachers not on interdisciplinary teams (7.8%), the difference was not significant.
Author: Centre for Educational Research and Innovation Publisher: OECD ISBN: Category : Education Languages : en Pages : 132
Book Description
This book reports on an international study of quality in teaching in elementary and secondary schools and on policies to promote quality teaching in 11 countries. The study on which the book is based called on case studies by experts from 11 countries on policies to improve the quality of teaching, seminars for teachers to discuss the definition of quality and what affects it, and descriptions of new developments in initial teacher education. Participating countries were Australia, Austria, Finland, France, Italy, Japan, New Zealand, Norway, Sweden, United Kingdom, and United States. Chapter 1 places the study in the context of previous research and ongoing reforms of educational systems. Chapter 2 reviews the conceptual framework and procedures used in the country studies. Chapter 3 describes the samples of schools studied in each country. Chapter 4 presents the strong similarities among countries in the attributes and actions of good teachers. Chapter 5 explains the range of policies to improve teacher quality that were described in the country studies. Chapter 6 describes characteristics of schools that support high quality education. Chapter 7 analyses some of the implications and possible conflicts among initiatives to improve teacher quality that arise from central policies, local schools, and individual teachers themselves. Contains 56 references. (JB)
Author: Öztürk, Mustafa Publisher: IGI Global ISBN: 1522552294 Category : Education Languages : en Pages : 395
Book Description
Before today’s teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Every teacher experiences an induction process that can make their early years as an educator nerve-racking. Focusing on this period of time in a teacher’s career can lead to greater teacher retention and success. Examining the Teacher Induction Process in Contemporary Education Systems addresses the construct of teacher induction through theoretical and empirical research. It also provides an in-depth conceptualization of being a novice teacher through micro-political realities of teaching in different geographical and cultural regions. While highlighting topics including adaptation challenges, mentor-mentee interaction, and teacher retention, this book is ideally designed for school administrators, early career teachers, educational researchers, educational professionals, and academicians seeking current research on early career educator adaptation and practices.
Author: Barbara L. Brock Publisher: Corwin ISBN: Category : Education Languages : en Pages : 128
Book Description
Help your new teachers get through that critical first year on the job. Show them how to translate their college knowledge to real-life teaching and learning. Here are positive steps you can take to implement a year-long induction program for your new teachers. Find out how you can cut teacher attrition rates, improve continuity for your students, minimize interruptions to school programs, and enhance the overall quality of teaching at your school. Find out how to provide the comprehensive assistance new teachers need to remain enthusiastic as they develop their confidence and skills. Brock and Grady show you how to diagnose potential trouble areas and help you tailor programs to your school's needs.
Author: Sandy Schuck Publisher: Springer Science & Business Media ISBN: 9400739001 Category : Education Languages : en Pages : 159
Book Description
The experiences of the first years of new teachers’ professional lives are critical to their decisions about embracing or leaving the teaching profession. Writ large, these experiences have the potential to either underpin or undermine the growth and development of the teaching profession. This book offers a research-based account of beginning teachers’ experiences, told from their own perspectives and often in their own words. Beginning Teaching: Stories from the Classroom provides valuable source material to inform teacher education practices. The authors draw on more than 20 years of research on the professional learning, retention and attrition of beginning teachers to provide evocative illustrations of the challenges and successes that occur in the early years of teaching. The compelling and coherent narratives will appeal not only to student and graduate teachers but also to program designers, coaches and senior managers in schools. Above all, the book speaks to teacher educators in the hope that the experiences discussed here will suggest ways of supporting student teachers to grow and flourish once they launch their careers in the profession. These evocative stories express beginning teachers’ anguish and elation and also provide testimony to their resilience and perseverance in an altruistic profession. The analysis and interpretation of their stories will challenge and uplift; inspire and shame; give cause for celebration and melancholy; generate empathy and provoke introspection. Above all else, these stories call for change.
Author: Sonia Nieto Publisher: Teachers College Press ISBN: 0807743119 Category : Education Languages : en Pages : 177
Book Description
This book presents teaching as evolution, teaching as autobiography, teaching as love, and asks the question: What keeps teachers going in spite of everything?
Author: Peterson-Ahmad, Maria Publisher: IGI Global ISBN: 179989049X Category : Education Languages : en Pages : 300
Book Description
Teacher retention is an area of great concern across the globe as it appears many teachers leave the field after only a few years, especially those serving low-income students. There is a growing gap from preparation to practice. Not only must educator preparation programs (EPPs) be diligent in utilizing systematically effective methods of preparing novice teachers, but schools must also be cognizant of the need for continued mentorship and quality professional development that matches the unique needs of their novice teachers. When novice teachers enter the profession, they must be offered explicit and scaffolded opportunities for continued learning in order to bridge the theoretical aspects of teaching learned in a preparation program to the practical application of a classroom/school setting, as these opportunities differ from the needs of veteran teachers. Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field provides a collection of theoretical, application, and research-based information regarding a variety of viewpoints and strategies that educator preparation programs must be cognizant of in order to meet the varied and individualized needs of novice teachers so that the academic, behavioral, and/or social-emotional needs of their students are effectively supported. Overall, this book recognizes the constant need for improvement within educator preparation programs and school systems, showcases that teacher retention is a concern across the United States and globally, and shows how educator preparation programs and schools/districts must reach across the boundaries of content-specificity and collaborate to prepare teacher candidates most effectively. Covering topics such as teacher retention, collaborative partnerships, and growth mindset, this book is essential for educational preparation faculty, educational leadership faculty, P-12 general and special education teachers, administrators, government officials, pre-service teachers, students, researchers, and academicians.
Author: James McLeskey Publisher: Routledge ISBN: 1136242422 Category : Education Languages : en Pages : 489
Book Description
Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.
Author: Dwight D. Haun
Author: Dwight D. Haun
Author: Centre for Educational Research and Innovation
Author: Öztürk, Mustafa
Author: 
Author: Barbara L. Brock
Author: Sandy Schuck
Author: 
Author: Sonia Nieto
Author: Peterson-Ahmad, Maria
Author: James McLeskey