Disconnected Development? The Importance of Specific Human Capital in the Transition from Student Teaching to the Classroom

Autor/inn/en	Krieg, John M.; Goldhaber, Dan; Theobald, Roddy
Titel	Disconnected Development? The Importance of Specific Human Capital in the Transition from Student Teaching to the Classroom
Quelle	In: Educational Evaluation and Policy Analysis, 44 (2022) 1, S.29-49 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krieg, John M.) ORCID (Goldhaber, Dan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737211025306
Schlagwörter	Student Teaching; Teaching Experience; Beginning Teachers; Teacher Effectiveness; Teacher Placement; Elementary School Teachers; Middle School Teachers; High School Teachers; Early Childhood Teachers; Institutional Characteristics; Instructional Program Divisions; School Districts; Washington + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Early childhood; Early childhood education; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; School district; Schulbezirk
Abstract	We 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 first-year teachers are more effective when they teach in the same or an adjacent grade, in the same school type, or in a classroom with student demographics similar to their student teaching classroom. We 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01