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Descriptors:
Teaching Methods; Teacher Recruitment; Social Studies; Teacher Characteristics; Foreign Countries; Effect Size; Knowledge Base for Teaching; Secondary School Teachers; History; Teacher Attitudes; Pedagogical Content Knowledge; Teacher Background

Abstract:
Case studies have pointed out that teachers' disciplinary knowledge affects their pedagogy; however, the results are not consistent. There is a need for quantitative research to examine the relationship between teacher knowledge and practice, particularly in social studies where content-specific studies are mostly qualitative. The authors used history as an example and surveyed all public and private junior high school social studies teachers in Taiwan to examine if disciplinary backgrounds significantly affect teachers' knowledge, conceptions about the discipline, and their teaching practices. Hierarchical linear modeling analyses show that disciplinary backgrounds significantly affect teachers' subject matter knowledge and pedagogy. Evaluations of effect sizes suggest that academic backgrounds can serve as useful proxies for teacher recruitment. The results also indicate that nature-revealing courses affect teachers' subject matter knowledge and pedagogy. (Contains 7 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Background; Coping; Job Satisfaction; Early Childhood Education; Job Security; Young Children; Stress Variables; Preschool Teachers; Questionnaires; Work Environment; Marital Status; Problem Solving; Intervention; Teacher Effectiveness; Teacher Recruitment; Teacher Persistence

Abstract:
Background: Occupational stress for early childcare educators is an area of apparent understudy in the literature. The present study attempted to address this gap and provide some updated data regarding the experiences of this occupational group. Methods: Early childhood workers across a variety of early childhood education settings (N = 69) responded to questionnaires regarding perceived stress, individual/educational background, and work setting ("Perceived Stress Scale, You Bet I Care!, and Ways of Coping Questionnaires"). Findings: Our findings suggest that early childhood educators who were married, had a stable community, and had no children of their own felt less perceived stress. Further, workers who utilized problem-solving coping, felt job security, and experienced higher job satisfaction and control, reported less perceived stress. In contrast, individuals who employed avoidant coping, worked full-time, and expressed feelings of exhaustion and/or frustration, felt greater amounts of stress. Conclusions: These findings are reviewed in the context of workplace interventions that may be considered useful toward increasing recruitment and retention of quality early childhood educators through decreased perceived stress. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Teacher Improvement; Teaching (Occupation); Teacher Recruitment; Preservice Teacher Education; Teacher Placement; Teacher Persistence; Incentives; Accountability; Unions

Abstract:
This paper outlines a set of ideas for improving teacher quality in America's schools. In it, the author proposes a combination of incremental steps and ambitious ones, designed to stimulate policymakers, practitioners, and the public to accelerate efforts to develop high-quality teachers. The paper has four main sections. First, the author provides a brief assessment of the current state of teaching in America, identifying five core challenges reformers must address if they are serious about improving teacher quality. Second, the author posits a new, broader conceptualization of the teaching profession. Third, the author provides specific recommendations for how to better recruit, prepare, place, incentivize, and hold accountable the teachers America requires. Finally, having recently lived and breathed the Chicago teacher strike, the author concludes with some thoughts about the trajectory of organized labor, and what it might do to support the development of a stronger teacher workforce in America. (Contains 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; High Schools; Charter Schools; Secondary School Teachers; Principals; Assistant Principals; Teacher Attitudes; Administrator Attitudes; Teacher Characteristics; Teacher Evaluation; Faculty Mobility; Teacher Recruitment; Teacher Persistence; Teacher Effectiveness; Academic Achievement; High School Students; Interviews; Comparative Analysis; Student Surveys

Abstract:
With funding from the Bill and Melinda Gates Foundation, CRESST researchers conducted a multi-year evaluation of a major school reform project at Alain Leroy Locke High School, historically one of California's lowest performing secondary schools. We found the one-year teacher retention rate at GDL in 2010-2011 was 79%; Green Dot Locke teachers, overall, were more highly educated than their LAUSD counterpart (including their peers at neighboring high schools) in 2010-2011; and GDL teachers were more likely to be non-White and teacher staff were more racially diverse than LAUSD teachers. Comparing the teachers who stayed (i.e., "stayers") and those who left ("movers") as of 2010-2011 school year, we did not detect any significant differences in age, gender, years of teaching at GDPS, student growth percentile scores or student course pass rates between movers and stayers. We did find a difference in the percentage of teachers meeting or exceeding the evaluation standards, in favor of stayers, and White and English teachers were more likely to be movers. Exploring the relationship between available multiple measures of teacher quality, we found small correlations, between three evaluation scores and student growth percentile (SGP) scores. We also found small to medium positive relationships between teacher evaluation scores with Tripod measures, and the majority of these were statistically significant. While these correlations are not surprising, they are also not robust. Additionally, there was considerable variation across academies on numerous measures (e.g., teacher survey results, interview accounts). While the purpose of this report was not to investigate or compare professional capacity across academies, this appears to be an important part of the Green Dot Locke story to be examined more closely in the future. Appended are: (1) Teacher Interview Protocol; (2) Principal Interview Protocol; (3) 2010-2011 End Of Year Survey Results; and (4) Interview Comments on Green Dot Core Tenets. (Contains 22 tables, 7 figures and 33 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Program Effectiveness; Scholarships; Graduate Students; STEM Education; Science Course Improvement Projects; Alternative Teacher Certification; Program Evaluation; Academic Records; Case Records; Student Records; Position Papers; Transcripts (Written Records); Recruitment; Teacher Recruitment; Science Teachers; Teacher Placement; Research Reports; Outcome Measures; Achievement Gains

Abstract:
California State University, Bakersfield (CSUB) received funding from National Science Foundation's (NSF) Robert Noyce Teacher Scholarship Program to recruit Noyce Scholars from upper-division science, technology, engineering, and mathematics (STEM) majors, graduate students, and professionals switched to STEM teaching from other fields (NSF DUE-0934944). The program purpose is to increase the number of highly qualified science and math teachers at high-needs schools. This report is based on multilevel quantitative and qualitative data from university records, program minutes, as well as individual-level information gatherings from Noyce Scholars and Advisors. In addition, the report design is grounded on a thorough review of updated literature to ensure its conformation to best professional practices. The results show that the program quality is supported involvement of a group of award-winning faculty in STEM education, and significant GPA improvement has been observed among Noyce Scholars since last year. The program is also enriched by more research or internship experiences led by faculty of STEM education. Besides improvement of overall student experiences at CSUB, Noyce Scholars graduated from the program have demonstrated their success in supporting student learning at high-needs schools. Two appendixes include: (1) Questionnaire for Noyce Recipients Before Program Completion; and (2) Questionnaire for Noyce Recipients After Program Completion. (Contains 6 figures, 1 table, and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Instructional Effectiveness; Program Effectiveness; Deafness; Partial Hearing; Teacher Education; Access to Education; Teacher Persistence; Teacher Supply and Demand; Teacher Recruitment; Teacher Effectiveness; Teacher Education Programs; Special Education; Special Education Teachers; Educational Legislation; Federal Legislation

Abstract:
The effective initial preparation and ongoing support of teachers of students who are deaf and hard of hearing has always been a difficult and controversial task. Changes in student demographic characteristics and educational settings, combined with the rapidly diminishing number and diversity of deaf education teacher preparation (DETP) programs, indicate that the field of deaf education may be at a tipping point. In the present article, the author establishes the dimensions of the current problems and proposes specific solutions to increase the accessibility and effectiveness of DETP programs that would simultaneously enhance the supply, retention, and instructional effectiveness of teachers of students who are deaf and hard of hearing. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Experienced Teachers; Self Efficacy; Foreign Countries; Career Change; Teacher Characteristics; Teacher Recruitment; Teacher Attitudes; Beginning Teachers; Socialization; Interviews; Academic Achievement

Abstract:
Background: In Singapore, one in four in the teaching profession is a second career teacher. Unlike the past, individuals considering teaching today have more career options. On average, since 2008, 35% of the newly recruited teachers have at least one year of working experience. The Singapore Ministry of Education (MOE) is looking to attract more second career professionals to join the teaching profession. Aim: To examine second career teachers' perception of their self-efficacy in the first year of teaching in a school in Singapore. Sample: The five second career teachers reported in this paper were involved in a larger study that examined how new teachers, both first and second career teachers, were socialised into teaching in Singapore and their perceptions of their self-efficacy in the first year of teaching. Method: The data are collected primarily through interviews. The teachers are also asked to plot their self-efficacy over a period of eleven months. The analysis of the data is performed using thematic analysis. Conclusion: The findings suggest that their perceptions of their self-efficacy are influenced by the academic performance of their students, particularly if they have not expected their students to do as well as they have done. Their perceptions of their self-efficacy are also influenced by their perceptions of how they performed in comparison to the more experienced teachers teaching the same subject in the same level. They are found to rate their self-efficacy more favourably when their classes outperformed their experienced colleagues'. Their perceptions of how well they do in relation to other new teachers also have an effect on their sense of self-efficacy. Gaining the respect and approval of their students also improve how they perceive their self-efficacy. (Contains 1 table, 5 figures, and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Achievement Gains; Alternative Teacher Certification; Mathematics Teachers; Teacher Recruitment; Teacher Effectiveness; Mathematics Instruction; Teacher Qualifications; Nonmajors; Mathematics Achievement; Teacher Persistence; Comparative Analysis; Teacher Education Programs

Abstract:
For well over a decade school districts across the United States have struggled to recruit and retain effective mathematics teachers. In response to the need for qualified math teachers and the difficulty of directly recruiting individuals who have already completed the math content required for qualification, some districts, including Baltimore, Philadelphia, Washington, D.C., and New York City, have developed alternative certification programs with a math immersion component to recruit otherwise well-qualified candidates who do not have undergraduate majors in math. This article examines the qualifications, student achievement gains, and retention of Math Immersion teachers in New York City compared to New York City mathematics teachers who began their careers through other pathways. (Contains 3 figures, 13 tables and 21 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Incentives; Educational Change; Teacher Salaries; Compensation (Remuneration); Teacher Recruitment; Teacher Persistence; Case Studies; Human Resources; Web Sites; Government Publications; Program Effectiveness; Alignment (Education); School Districts; Educational Policy; Educational Practices

Abstract:
Background: Many district and school leaders experience difficulties staffing their classrooms with qualified teachers. Economic incentives may motivate teachers to enter and remain in the workforce and entice teachers to work in less desirable districts and schools. However, very little is known about incentives in use, how they are used to address teacher staffing challenges, or their relative effectiveness in meeting teacher staffing needs. Purpose: This article presents a typology that organizes and differentiates among economic incentive policies. The typology provides a framework for understanding the alignment between incentive policies and dimensions of the teacher staffing problem and interactions among incentive policies across levels of the educational system. Research Design: The typology is based on a broad review of scholarly literature, state and district documents and websites, and research and interest group reports and briefings. The typology was tested and refined using descriptive case studies in four districts in two states. Findings: The authors' findings confirm the typology's applicability, highlight patterns in the use of economic incentive policies, and point to the importance of considering the incentive "packages" to which teachers may be entitled in policy making and research. Conclusions: The study makes both conceptual and empirical contributions. Conceptually, the authors develop and test a tool policy makers, educational leaders, and researchers can use to examine economic incentive policies and align policies with teacher staffing problems. Empirically, the study identifies patterns that raise important questions about the ways in which economic incentive policies are implemented and evaluated. (Contains 7 notes and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; Interest Inventories; Teacher Shortage; Foreign Countries; Coping; Second Language Learning; Language Teachers; Vocational Interests; Data Analysis; Second Language Instruction; Teacher Persistence; Statistical Analysis; Teacher Recruitment

Abstract:
There is a shortage of second/foreign language (S/FL) teachers in many parts of the world, and the rates of attrition are cause for alarm in North America. Canadian and US teachers' (N = 323) were administered the Self-Directed Search vocational interest inventory and the Coping in Stressful Situations scale. Results from this quantitative study confirmed the vocational profile of an efficacious second/foreign language teacher and revealed significant differences in coping styles between those teachers with and without the vocational profile. Additionally, data analysis indicated that the Social, Artistic, and Enterprising profile is directly related to teacher longevity in the profession. The research has implications for the recruitment and retention of S/FL teachers at a time of critical need. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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