Literaturnachweis - Detailanzeige
| Autor/inn/en | Atteberry, Allison; Loeb, Susanna; Wyckoff, James |
|---|---|
| Institution | National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research |
| Titel | High Rates of Within-School Teacher Reassignments and Implications for Student Achievement. Working Paper 151 |
| Quelle | (2016), (65 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Teacher Placement; Incidence; Teacher Transfer; Academic Achievement; Instructional Program Divisions; Intellectual Disciplines; Minority Group Students; Teacher Student Relationship; Outcomes of Education; New York (New York) |
| Abstract | Educators raise concerns about what happens to students when they are exposed to new teachers or teachers who are new to a school. These teachers face the challenge of preparing a year's worth of new material, perhaps in an unfamiliar work environment. However, even when teachers remain in the same school they can switch assignments--teaching either a different grade or a different subject than they have taught before. While there exists some quasi-experimental literature on the effects for student achievement of being new to the profession (e.g., Rockoff, 2004) or to a school (Hanushek & Rivkin, 2010), to date there is little evidence about how much within-school churn typically happens and how it affects students. We use longitudinal panel data from New York City from 1974 to 2010 to document the phenomenon, and we tie assignment-switching behaviors to available student achievement in the period since 1999. (As Provided). |
| Anmerkungen | National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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