Liz Carletta
Datos Biográficos
| ID | 9512480 |
|---|---|
| NOMBRE | Liz Carletta |
| NOMBRES | Liz |
| APELLIDO | Carletta |
| FIRMA | CARLETTA L |
| AFILIACIONES | Teacher Education and Teacher Development Ph.D. Program Montclair State University Montclair New Jersey USA |
| VERIFICADO | No |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Why teachers stay
As part of a multiyear, multistate National Science Foundation-funded research study, Liz Carletta, Douglas B. Larkin, Suzanne Poole Patzelt, Khadija M. Ahmed, and Mayra Perna interviewed educators from districts with higher-than-average novice science teacher retention. They found six factors that can be applied at the school level to increase the likelihood of K-12 teacher retention across grade levels and subject areas. They present the framew…
A longitudinal investigation of changing conceptions about teaching science and pedagogical implications of student diversity
This longitudinal case study investigates how one science teachers' conceptions change in one domain (assessment of science learning) but not in another (understanding the pedagogical implications of student diversity) over a period of 10 years that includes a university teacher education program and nine subsequent years of experience of classroom teaching. This article describes the case of Victor, a White and male high school physics teacher, …
Portraying secondary science teacher retention with the person‐position framework
This study uses state‐level staffing data to analyze the five‐year career trajectories of all 231 first‐year secondary science teachers in New Jersey who began teaching during the 2010‐2011 school year. The person‐position framework for studying teacher retention is introduced in this analysis, and the authors present a case for the importance of specifying both location and duration in empirical reporting on teacher retention, as well as disting…
Sin obras prominentes en esta página.
A longitudinal investigation of changing conceptions about teaching science and pedagogical implications of student diversity
This longitudinal case study investigates how one science teachers' conceptions change in one domain (assessment of science learning) but not in another (understanding the pedagogical implications of student diversity) over a period of 10 years that includes a university teacher education program and nine subsequent years of experience of classroom teaching. This article describes the case of Victor, a White and male high school physics teacher, …
Portraying secondary science teacher retention with the person‐position framework
This study uses state‐level staffing data to analyze the five‐year career trajectories of all 231 first‐year secondary science teachers in New Jersey who began teaching during the 2010‐2011 school year. The person‐position framework for studying teacher retention is introduced in this analysis, and the authors present a case for the importance of specifying both location and duration in empirical reporting on teacher retention, as well as disting…
Why teachers stay
As part of a multiyear, multistate National Science Foundation-funded research study, Liz Carletta, Douglas B. Larkin, Suzanne Poole Patzelt, Khadija M. Ahmed, and Mayra Perna interviewed educators from districts with higher-than-average novice science teacher retention. They found six factors that can be applied at the school level to increase the likelihood of K-12 teacher retention across grade levels and subject areas. They present the framew…
Science education (3 obras) · Diverse Educational Innovations Studies (2 obras) · Mathematics education (2 obras) · Pedagogy (2 obras) · Psychology (2 obras) · Teacher education (2 obras) · Teacher Education and Leadership Studies (2 obras) · Charter (1 obras) · Cohort (1 obras) · Conceptual change (1 obras)