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Autor/inn/enKrieg, John; Goldhaber, Dan; Theobald, Roddy
InstitutionNational Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
TitelDisconnected Development? The Importance of Specific Human Capital in the Transition from Student Teaching to the Classroom. Working Paper No. 236-0520
Quelle(2020), (36 Seiten)
PDF als Volltext kostenfreie Datei Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
SchlagwörterHuman Capital; Student Teaching; Beginning Teachers; Academic Achievement; Teacher Effectiveness; Career Readiness; Teacher Education; Individual Differences; Elementary School Teachers; Secondary School Teachers; Poverty; Correlation; Alignment (Education); Washington
AbstractWe use a novel database of student teaching placements in Washington State to investigate teachers' transitions from student teaching classrooms to first job classrooms and the implications for student achievement. We find that first-year teachers are more effective when they are teaching in the same grade, in the same school level, or in a classroom with student demographics similar to their student teaching classroom. We also document that only 27% of first-year teachers are teaching the same grade they student taught, and that first-year teachers tend to begin their careers in higher-poverty classrooms than their student teaching placements. This suggests that better aligning student teacher placements with first-year teacher hiring could be a policy lever for improving early-career teacher effectiveness. (As Provided).
AnmerkungenNational Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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