The effects of a mathematics and science, innovative teacher induction program on novice teacher retention
MetadataShow full item record
According to the No Child Left Behind Act, all teachers have to be highly qualified by the end of the 2005-2006 school year. High rates of mathematics and science teacher attrition makes reaching the goal of having highly-qualified teachers in each classroom quite challenging. High teacher attrition rates negatively impact students, teachers, schools, and school districts. The purpose of this study is to analyze the effects of The Center for New Teacher Success (the Center), a math and science teacher induction program, on novice mathematics and science teacher retention in a large, urban school district. Independent sample t-test were conducted to determine if there was a difference in retention rates between novice teachers served by the Center and retention rates for the District. Results indicate that Center participants remained teaching in the District at significantly higher levels than non-participants (p=.05). Multivariate logistic regression was used to determine if there was a difference in factors of novice teachers served by the Center that returned after their first year of teaching and those that left during and after their first year. Results indicate the largest increase in likelihood that a teacher would return for their second year of teaching was meeting with a Master Teacher at least nine times throughout the course of the year. Survey analysis was used to assess which aspects of the Center that participants felt were beneficial to their teaching practices. Center participants reported beneficial aspects of the Center include receiving individualized support from Master Teachers, participating in professional development opportunities, and the availability of teaching resources. Through the implementation of thorough induction programs, new teachers will remain in the profession longer, allowing them to further develop the skills and knowledge needed to reach proficiency and maximize student performance.
Showing items related by title, author, creator and subject.
Trajectories toward becoming a teacher : exploring the developmental processes of preservice teachers' conceptions of teaching and their teacher identities Lee, SoonAh (2011-08)“Becoming” is a natural phenomenon that is experienced throughout one’s life, and yet it does not appear to involve a simple process. This study was about how preservice teachers become teachers. As such, it was focused ...
Examining the technological development of preservice and novice teachers : cross-sectional case studies of teachers in a one-to-one laptop-infused teacher preparation program Yoon, Hyo-Jin (2012-12)The goal of this study was to explore technology experiences from a preservice teacher preparation program that requires every preservice teachers and instructors to own a laptop. The participants were a) preservice teachers ...
The relationship between student perceptions of teachers and classrooms, teacher goal orientation toward teaching, and student ratings of teacher effectiveness Riekenberg, Janet Jester (2010-05)The concept of teaching effectiveness is challenging for researchers to define. Hypothesized as a multidimensional construct, it encompasses content knowledge, pedagogical knowledge, personality characteristics of the ...