Search results for: Teacher supply and demand
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A comparison of population and employment projections shows the gap between teacher supply and demand growing through 2025. Alternative certification programs (ACPs) were created to increase teacher production, but research on who selects ACPs versus traditional preparation programs (TPPs) shows mixed results as does research on new teacher attrition. Analyzing employment and preparation data for over 225,000 new teachers (56% ACP), the authors found male and teachers of color were more likely to be ACP prepared. Using survival analysis, they found TPP teachers were significantly more likely to remain in the classroom than ACP teachers. They also found that teachers of color were more likely to stay teaching after accounting for preparation differences, and Latinx teachers from traditional preparation programs were most likely to stay teaching.
Updated: Apr. 17, 2021
This article addresses the issue: whether there are key differences in the type and quality of preparation that newly-qualified teachers (NQTs) receive. The findings reveal that, in general, there is a high level of reported overall satisfaction with induction of teacher education (ITE), and that this is true across all routes. There was less satisfaction with specific features such as preparation for handling special needs, behaviour and reading. The average levels of satisfaction for NQTs are largely un-stratified by sex, disability, age and ethnicity. Adding all available variables, including those aggregated and examined as interactions with others, can explain only around 20% of the unexplained variation even in the strongest models.
Updated: Jul. 03, 2017
Alternate Routes in Initial Teacher Education: A Critical Review of the Research and Policy Implications for Hong Kong
The authors use Hong Kong's policy on initial teacher training as a case study of the interplay between international trends and local policy. Traditionally initial teacher preparation in most countries has been based in higher education institutions. In recent years, alternative routes for initial teacher education have proliferated in the United States and the United Kingdom. The authors claim that these trends have had significant impact on Hong Kong's policies for initial teacher preparation.
Updated: Mar. 02, 2009
This paper provides the first national information specifically on (a) the national demand- supply, and shortage of first-time special education teachers (SETs) in comparison to general education teachers (GETs) as a function of the amount of teacher preparation (i.e., extensive, some, or none), and (b) trends from 1987-88 to 1999-2000 in the national supply of entering and continuing teachers.
Updated: Sep. 25, 2008
The Impact of Teacher Preparation on Student Achievement in Algebra in a 'Hard-to-Staff' Urban PreK-12-University Partnership
The purpose of this study was to determine if a nontraditional teacher preparation program, the Transition To Teaching program, was a viable way to ease the teacher shortages in a high poverty, urban U.S. school district, and at the same time, to evaluate the impact of teacher training on students' academic achievement. The results of this study afford evidence that the students taught by 1st-year, alternatively prepared teachers achieved as well as or better than their peers taught by traditionally certified 1st-year teachers, according to student achievement in mathematics, specifically Algebra I.
Updated: Feb. 07, 2008