Literaturnachweis - Detailanzeige
Autor/inn/en | Krieg, John M.; Theobald, Roddy; Goldhaber, Dan |
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Institution | University of Washington, Bothell. Center for Education Data & Research (CEDR) |
Titel | A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers' Initial Job Placements |
Quelle | (2016), (44 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Krieg, John M.) ORCID (Theobald, Roddy) ORCID (Goldhaber, Dan) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Student Teaching; Student Teachers; Teacher Placement; Preservice Teachers; Geographic Location; Student Placement; Correlation; Beginning Teachers; Teacher Education Programs; Public School Teachers; Teacher Qualifications; Student Records; Databases; Statistical Analysis; Internship Programs; School Districts; Models; Predictor Variables; Washington Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerpraktikum; Korrelation; Junior teacher; Junglehrer; Lehrqualifikation; Schülerakte; Datenbank; Statistische Analyse; Berufspraktische Ausbildung; School district; Schulbezirk; Analogiemodell; Prädiktor |
Abstract | We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers in student teaching assignments; and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns, but that prospective teachers' student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that student teaching assignments may contribute to the "draw of home" in new teacher hiring. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality. (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |