Taking Their First Steps: The Distribution of New Teachers in School and Classroom Contexts and Implications for Teacher Effectiveness

Autor/inn/en	Bruno, Paul; Rabovsky, Sarah J.; Strunk, Katharine O.
Titel	Taking Their First Steps: The Distribution of New Teachers in School and Classroom Contexts and Implications for Teacher Effectiveness
Quelle	In: American Educational Research Journal, 57 (2020) 4, S.1688-1729 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219882008
Schlagwörter	Teacher Distribution; Teacher Placement; Beginning Teachers; Classroom Environment; Context Effect; Teacher Effectiveness; Teaching Conditions; Teacher Qualifications; Teaching Load; Teacher Attendance; Teacher Evaluation; Academic Achievement; School Culture; Congruence (Psychology); Elementary Secondary Education; Longitudinal Studies; Public Schools; Predictor Variables; Student Characteristics; California (Los Angeles) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Klassenklima; Unterrichtsklima; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbedingungen; Unterrichtsbedingungen; Lehrqualifikation; Lehrdeputat; Teacher appraisal; Lehrerbeurteilung; Schulleistung; Schulkultur; Schulleben; Congruence; Psychology; Kongruenz; Psychologie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Public school; Öffentliche Schule; Prädiktor
Abstract	Novice teachers' professional contexts may have important implications for their effectiveness, development, and retention. However, due to data limitations, descriptions of these contexts are often unidimensional or vague. Using 10 years of administrative data from the Los Angeles Unified School District, we describe patterns of new teacher sorting using 24 context measures organized along three dimensions--intensity of instructional responsibilities, homophily, and colleagues' qualifications--and use school-level survey data to measure a fourth dimension--professional culture. Relative to more experienced teachers, novice teachers have placements that are more challenging along the first three dimensions, and composite measures of the dimensions are differentially predictive of teachers' outcomes. This suggests that policymakers should carefully consider placements to better support novice teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01