Literaturnachweis - Detailanzeige
Autor/inn/en | Goldhaber, Dan; Gross, Betheny; Player, Daniel |
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Institution | Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER) |
Titel | Are Public Schools Really Losing Their Best? Assessing the Career Transitions of Teachers and Their Implications for the Quality of the Teacher Workforce. Working Paper 12 |
Quelle | (2007), (54 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Quantitative Daten; Public Schools; Teacher Effectiveness; Teacher Competencies; Career Change; Teacher Persistence; Teacher Qualifications; Faculty Mobility; Labor Turnover; Academic Achievement; Elementary School Teachers; Teacher Certification; Alternative Teacher Certification; Mathematics Achievement; Student Characteristics; Racial Differences; Gender Differences; Teacher Influence; Teaching Conditions; Teacher Salaries; Poverty; North Carolina; SAT (College Admission Test) Public school; Öffentliche Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Career changes; Berufswechsel; Lehrqualifikation; Schulleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rassenunterschied; Geschlechterkonflikt; Lehrbedingungen; Unterrichtsbedingungen; Lehrerbesoldung; Lehrervergütung; Armut |
Abstract | Most studies that have fueled alarm over the attrition and mobility rates of high-quality teachers have relied on proxy indicators of teacher quality, which recent research finds to be only weakly correlated with value-added measures of teachers' performance. We examine attrition and mobility of teachers using teacher value-added measures for early-career teachers in North Carolina public schools from 1996 to 2002. Our findings suggest that the most-effective teachers tend to stay in teaching and in specific schools. Contrary to common expectations, we do not find that more-effective teachers are more likely to leave more-challenging schools. (Contains 17 tables, 1 figure and 15 notes.) (As Provided). |
Anmerkungen | National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |