Knocking on the Door to the Teaching Profession? Modeling the Entry of Prospective Teachers into the Workforce. Working Paper 105

Autor/inn/en	Goldhaber, Dan; Krieg, John M.; Theobald, Roddy
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Knocking on the Door to the Teaching Profession? Modeling the Entry of Prospective Teachers into the Workforce. Working Paper 105
Quelle	(2014), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Longitudinal Studies; Student Teachers; Models; Individual Characteristics; Student Teaching; Student Experience; Teacher Selection; Public School Teachers; Probability; Employment Level; Age Differences; Racial Differences; Ethnic Groups; Geographic Location; Labor Turnover; Scores; Teacher Certification; Teacher Shortage; STEM Education; English Language Learners; Special Education; Student Records; Internship Programs; Labor Market; Washington + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Analogiemodell; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Teaching practice; Unterrichtspraxis; Studienerfahrung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Beschäftigungsgrad; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Ethnie; Lehrermangel; STEM; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerakte; Berufspraktische Ausbildung; Labour market; Arbeitsmarkt
Abstract	We use a unique longitudinal sample of student teachers ("interns") from six Washington state teacher training institutions to investigate patterns of entry into the teaching workforce. Specifically, we estimate split population models that simultaneously estimate the impact of individual characteristics and student teaching experiences on the timing and probability of initial hiring as a public school teacher. Not surprisingly, we find that interns endorsed to teach in "difficult-to-staff" areas are more likely to be hired as teachers than interns endorsed in other areas. Younger interns, white interns, and interns who did their student teaching in suburban schools are also more likely to find a teaching job. Prospective teachers who do their internships at schools that have more teacher turnover are more likely to find employment, often at those schools. Finally, interns with higher credential exam scores are more likely to be hired by the school where they did their student teaching. Contrary to expectations, few of the measures of the quality or the experience of an intern's cooperating teacher are predictive of workforce entry in the expected direction. (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: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04