Search results for: Longitudinal studies
Page 3/5 47 items
Scholarships to Recruit the “Best and Brightest” Into Teaching: Who Is Recruited, Where Do They Teach, How Effective Are They, and How Long Do They Stay?
This article examines whether a popular innovation for increasing human capital in the teaching profession—competitive college scholarships for teachers— is effective. The authors show that one large and long-standing merit-based scholarship program (a) attracts teacher candidates who have high academic qualifications; and (b) yields graduates who teach lower performing students, although not as challenging as the students of other beginning teachers.
Updated: Sep. 11, 2013
Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools
This study examines relationships between teachers’ participation in professional development and changes in instruction, and between instruction and student achievement growth, from third to fifth grade. The findings reveal that when teachers participated in professional development that focused on math content or instructional strategies in mathematics, they were more likely to teach in ways associated with student achievement growth.
Updated: Jul. 03, 2013
What Keeps Teachers In and What Drives Them Out: How Urban Public, Urban Catholic, and Jewish Day Schools Affect Beginning Teachers’ Careers
The author explores the important roles that school leaders and school environment play in supporting or inhibiting teachers’ initial commitments to teaching in urban public, Catholic, and Jewish schools.The study demonstrates that teachers from elite colleges who were recruited and prepared for teaching in a specific school sector might develop powerful commitments to their schools, their students, the community, and to teaching, which could result in longer teaching service.
Updated: Jun. 12, 2013
This paper uses a mixed-methods approach to discuss three challenges that educational researchers face .The authors describe their own attempts to address these challenges in a longitudinal study of reading and mathematics instruction in fourth- and fifth-grade classrooms in moderate- to high-poverty schools.
Updated: May. 23, 2012
This longitudinal study considers beginning teachers’ perspectives relating to the challenges of finding and holding employment and of succeeding in their careers and classrooms. The participants were a group of student teachers who completed one-year Professional Graduate Diploma in Education (PGDE) in geography at the same Scottish university in 2005–2006. Three issues shaping new teacher identities within the current Scottish context have been identified: employment uncertainty, New Teacher Induction Scheme ethos and expectations, and ensuring continuous and secure EPL.
Updated: Apr. 18, 2012
The current paper presents the findings from the third study in a longitudinal research project examining newly qualified teachers’ (NQTs) motivation for teaching and how they retrospectively value their teacher education. The results indicate that teachers are motivated both by working with their subject matter and by teaching. However, this study reveals a high rate of attrition, with 40 percent having left the profession.
Updated: Dec. 29, 2011
The purpose of this study was to determine the longitudinal changes in the attitudes of pre-service primary education teachers towards teaching as they progressed through training. The findings show that both positive and negative changes are observed in the attitudes of student teachers towards teaching during the teacher education period. Student teachers mention teaching practices, cooperating teachers, the training programme and supervising teachers as the reasons for these changes.
Updated: Dec. 13, 2011
Innovation and Impact in Teacher Education: Community-Based Organizations as Field Placements for Preservice Teachers
This study examines the participation of preservice teachers in community-based organizations (CBOs) and the outcomes of this innovation on their opportunities to learn. Through this research, the authors aim to advance the field of teacher education’s understanding of community experiences, and in particular to highlight the ways in which partnerships with community organizations advance the preparation of teachers. The findings highlight specific dimensions of teachers’ participation in CBOs and indicate ways in which the community experiences added to the resources for learning provided by the teacher education program.
Updated: Oct. 27, 2011
This article discusses the development of a measurement to investigate the improvement of teachers’ authoritative teaching. Furthermore, measurement of teachers’ self-reports of warmth and control is investigated, both in a cross sectional and in a longitudinal sample attending one out of two school-wide interventions. The results provide support for warmth and control as two dimensions of authoritative teaching.
Updated: Oct. 07, 2011
National Educational Technology Standards and Technology Beliefs and Practices of Social Studies Faculty: Results From a Seven-Year Longitudinal Study
This article describes the third administration of a survey of technology use among social studies teacher education faculty members across United States. The study explores the beliefs, practices, and efficacy of social studies faculty members in terms of instructional technology use. The findings demonstrate that familiarity with the National Educational Technology Standards, as well as confidence with technology, are related to the frequency and type of technology that social studies faculty members utilize in their courses.
Updated: Aug. 23, 2011