Greener than Ever? A Look at the Newest Teachers in Our Public Schools

Autor/inn/en	Redding, Christopher; Nguyen, Tuan D.
Titel	Greener than Ever? A Look at the Newest Teachers in Our Public Schools
Quelle	In: Phi Delta Kappan, 103 (2021) 3, S.8-12 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217211058506
Schlagwörter	Beginning Teachers; Barriers; Racial Differences; Ethnicity; Educational Attainment; Intellectual Disciplines; Teacher Certification; Educational Environment; Minority Group Students; Teacher Persistence; Elementary Secondary Education; Public Schools; Teacher Characteristics; Low Income Students; Racial Composition; Institutional Characteristics; Administrator Role; Schools and Staffing Survey (NCES); National Teacher and Principal Survey (NCES) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Rassenunterschied; Ethnizität; Bildungsabschluss; Bildungsgut; Geisteswissenschaften; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Public school; Öffentliche Schule
Abstract	Drawing on nationally representative data from the 1988 to 2018 school years, the authors provide an overview of some of the key changes in the characteristics of first-year teachers in the U.S., including racial/ethnic identity, education levels, subject area, and certification status. The data also show that new teachers have become increasingly more likely, compared to experienced teachers, to work in schools with a greater fraction of students of color, which has consequences for equitable teacher assignments and teacher attrition. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01