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Taking Their First Steps: The Distribution of New Teachers in School and Classroom Contexts and Implications for Teacher Effectiveness
American Educational Research Journal ( IF 4.503 ) Pub Date : 2019-10-24 , DOI: 10.3102/0002831219882008
Paul Bruno , Sarah J. Rabovsky 1 , Katharine O. Strunk 2
Affiliation  

Novice teachers’ professional contexts may have important implications for their effectiveness, development, and retention. However, due to data limitations, descriptions of these contexts are often unidimensional or vague. Using 10 years of administrative data from the Los Angeles Unified School District, we describe patterns of new teacher sorting using 24 context measures organized along three dimensions—intensity of instructional responsibilities, homophily, and colleagues’ qualifications—and use school-level survey data to measure a fourth dimension. professional culture. Relative to more experienced teachers, novice teachers have placements that are more challenging along the first three dimensions, and composite measures of the dimensions are differentially predictive of teachers’ outcomes. This suggests that policymakers should carefully consider placements to better support novice teachers.

中文翻译:

迈出第一步:学校和教室环境中新教师的分布及其对教师效能的影响

新手教师的专业背景可能会对他们的有效性,发展和保留产生重要影响。但是,由于数据限制,这些上下文的描述通常是一维的或模糊的。利用来自洛杉矶统一学区的10年行政数据,我们使用24种情境测评来描述新教师分类的模式,这些情境测评按照教学责任的强度,同质性和同事资格的三个维度进行组织,并使用学校水平的调查数据来测量第四维度。专业文化。相对于经验更丰富的教师,新手教师在前三个方面的处境更具挑战性,而这些方面的综合衡量指标可以不同地预测教师的成绩。
更新日期:2019-10-24
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