Moving Teachers: Implementation of Transfer Incentives in Seven Districts. NCEE 2012-4051

Autor/inn/en	Glazerman, Steven; Protik, Ali; Teh, Bing-ru; Bruch, Julie; Seftor, Neil
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	Moving Teachers: Implementation of Transfer Incentives in Seven Districts. NCEE 2012-4051
Quelle	(2012), (109 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intervention; Models; Incentives; Academic Achievement; Cooperation; Program Effectiveness; Teacher Transfer; Resource Allocation; Teachers; School Districts; Interviews; Control Groups; Outcomes of Treatment; Mentors; Surveys; Probability; Leadership Role; Elementary Schools; Middle Schools; Reading Achievement; Mathematics Achievement + Suchen Sie Ihr Suchwort? Analogiemodell; Anreiz; Schulleistung; Co-operation; Kooperation; Lehrerversetzung; Ressourcenallokation; Lehrer; Lehrerin; Lehrende; School district; Schulbezirk; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This report describes the implementation and intermediate impacts of an intervention designed to provide incentives to induce a school district's highest-performing teachers to work in its lowest-achieving schools to improve student achievement. The report is part of a larger study that used random assignment to form equivalent groups of classrooms ("teacher teams") that either had the chance to participate in the intervention or did not. A future report will focus on the impacts of the intervention on student achievement and other outcomes. By focusing on implementation, this report will provide important information for policymakers and district administrators wishing to understand issues associated with teacher transfer incentives. Chapter II describes the formation of the study sample. Chapter III documents implementation information from the period of intensive activity that takes place during the spring and summer leading up to the transfers, when transfer teacher candidates are identified and recruited, and principals at the receiving schools interview and make offers to them. Chapter IV describes the teachers who transferred, the teachers who would fill the vacancies in high-need schools in the absence of a transfer incentive, the degree of collaboration and interaction among teachers, and the changes that happen inside the receiving school as a result of the transfer incentive. The last two phenomena--collaboration and changes in resource allocation--relate to the indirect and resource allocation effects discussed in the logic model above. Finally, Chapter V provides a brief summary of findings and next steps for the study. Appended are: (1) Analysis of Survey Nonresponse; (2) Value-Added Analysis to Identify Highest-Performing Teachers; and (3) Supplemental Tables and Figures. (Contains 24 tables, 27 figures and 59 footnotes.) [For "Moving Teachers: Implementation of Transfer Incentives in Seven Districts. Executive Summary. NCEE 2012-4052," see ED530749.] (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10