A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers' Initial Job Placements

Autor/inn/en	Krieg, John M.; Theobald, Roddy; Goldhaber, Dan
Titel	A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers' Initial Job Placements
Quelle	In: Educational Evaluation and Policy Analysis, 38 (2016) 2, S.364-388 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373716630739
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 + Suchen Sie Ihr Suchwort? 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 into 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01