Strategies for Longitudinal Analysis of the Career Paths of Beginning Teachers: Results from the First through Fourth Waves of the 2007-08 Beginning Teacher Longitudinal Study. Research and Development Report. NCES 2013-336

Autor/inn/en	Gray, Lucinda; Brauen, Marsha
Institution	National Center for Education Statistics (ED)
Titel	Strategies for Longitudinal Analysis of the Career Paths of Beginning Teachers: Results from the First through Fourth Waves of the 2007-08 Beginning Teacher Longitudinal Study. Research and Development Report. NCES 2013-336
Quelle	(2013), (89 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Beginning Teachers; Longitudinal Studies; Research and Development; Career Development; Teacher Characteristics; Institutional Characteristics; Public Schools; Age Differences; Gender Differences; Racial Differences; Educational Attainment; Alternative Teacher Certification; Student Teaching; Beginning Teacher Induction; Methods Courses; Mentors; Teacher Persistence; Labor Turnover; Faculty Mobility; Research Methodology; Teacher Attitudes; Career Change; School Districts; Occupational Aspiration; Teacher Retirement; Teacher Salaries; Geographic Location; Teacher Responsibility; Teacher Placement; Poverty; Employment Level; Teacher Qualifications + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Forschung und Entwicklung; Berufsentwicklung; Public school; Öffentliche Schule; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Rassenunterschied; Bildungsabschluss; Bildungsgut; Teaching practice; Unterrichtspraxis; Methodisch-didaktische Anleitung; Research method; Forschungsmethode; Lehrerverhalten; Career changes; Berufswechsel; School district; Schulbezirk; Berufsneigung; Berufsziel; Lehrerbesoldung; Lehrervergütung; Lehrverpflichtung; Armut; Beschäftigungsgrad; Lehrqualifikation
Abstract	To learn more about the early career patterns of beginning teachers, the National Center for Education Statistics (NCES) of the Institute of Education Sciences within the U.S. Department of Education undertook the Beginning Teacher Longitudinal Study (BTLS). The ultimate purpose of this report is to develop a strategy for the longitudinal analysis of the BTLS data that can be used to better understand teacher attrition, retention, and mobility. This report includes an analysis chapter that discusses the research purposes and results, and a chapter of conclusions and recommendations, followed by the tables of estimates. There are three research objectives addressed in this report. The first objective is to define the concept of a career path for beginning teachers that can be implemented with all waves of the BTLS. The second objective is to operationalize the assignment of a career path using this definition, i.e., examine methods for assigning career paths. To do so, this report investigates the methodological and analytic issues involved in analyzing the BTLS data longitudinally (i.e., across waves for individual teachers). The third objective is to investigate the best approach for analyzing the relationships between beginning teachers’ career paths and selected teacher and school characteristics. The following are appended: (1) Standard Error Tables; (2) Description of Variables; and (3) Methodology and Technical Notes. (Contains 24 tables, 1 figure, 4 exhibits, and 21 footnotes.) [This report was prepared for the National Center for Education Statistics (NCES) in collaboration with Westat, Inc.] (ERIC).
Anmerkungen	National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10