Search results for: Retention
Page 4/4 37 items
Student response system (SRS) technology is one of many tools available to help instructors create a rich and productive learning environment. The authors describe a study designed to measure the effect of an SRS on student interest and retention. Two sections of an undergraduate management class participated in this study. Section 1 served as a control group by participating in a typical class without SRS; section 2 used SRS throughout the semester to facilitate active learning. Results indicate that although the classes were comparable at the onset of the semester, those students who used the SRS as an integral part of the classroom reported greater interest in the class and higher expectations of success, performed better on a midterm exam, and more importantly, performed better on a knowledge-retention test administered at the end of the semester. The authors argue that SRS technology can have beneficial outcomes for student performance and knowledge retention.
Updated: Oct. 27, 2008
The purpose of Project RESTART was to enhance the development and implementation through assessment of a model teacher preparation program that was designed to recruit and retain a pool of highly qualified special education teachers from underrepresented teacher candidate groups. The project was assessed in terms of participant satisfaction, graduation rates, and participants' employment data. Results demonstrated the success of Project RESTART in recruiting and retaining a diverse pool of highly qualified special education teacher candidates, including those from underrepresented groups.
Updated: Sep. 25, 2008
The article explore resiliency in teachers effectiveness. A four years research case study is reported on three teachers. The interaction between teachers’ sense of efficacy, professional and personal identities, and their management of the interaction between these and the professional situated and personal Scenarios which they experience in each professional life phase, determined the resiliency, quality and retention.
Updated: Jun. 24, 2008
The article explores the need to support a beginner teacher for two reasons: the need of shortage teacher for certain disciplines, the current emphasis on teacher qualifications and student achievement. The study engaged five-year special education teachers in the USA, and supplied them with support. Results indicate the support influenced the teachers' ability to focus on student learning, and retaining them in their position.
Updated: Jun. 19, 2008
The study explores expectations of teaching by postgraduate students studying towards a certificate in education. The study tracked 28 students by email communication. Students cited as the most positive factor the pleasure of students' success, and as a negative factor, work overload.
Updated: May. 12, 2008
A study was conducted to examine the changing demography of teachers. The study examined secondary teachers' initial notions of careers, and through third and fourth year of professional experience. Results suggest a typology of teachers: the 'career' teacher, the 'classroom' teacher and the 'portfolio' teacher, whose commitment to teaching may be temporary. In addition, the commercialization of the education and intensification of teachers' work challenge teachers' 'moral purpose' and professional identity and adversely affect not only their retention but also new teachers' intentions to remain in teaching.
Updated: Mar. 14, 2008
Sustaining the Employment of Early Childhood Teachers in Long Day Care: A case for robust hope, critical imagination and critical action
The article addresses the problem of retaining qualified day care teachers in Australia from the point of view of attrition and poor pay. It cites several reasons for attrition, among which are job dissatisfaction, commercialization of day care institutions, and excessive regulation. They sustain their positions using hope and imagination for sustaining their jobs.
Updated: Jan. 09, 2008