Taking Their First Steps
The Distribution of New Teachers in School and Classroom Contexts and Implications for Teacher Effectiveness
Bibliographic Data
| ID | 8222249 |
|---|---|
| Authors | Paul Bruno (0000-0003-2877-617X, Southern California University for Professional Studies, corresponding author), Sarah J Rabovsky (University of Southern California), Sarah Rabovsky (University of Southern California), Katharine O Strunk (Michigan State University) |
| Year | 2020 |
| Volume | 57 |
| Issue | 4 |
| Pages | 1688-1729 |
| Publication date | 2020-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831219882008 |
| OpenAlex | W2981651929 |
| Language | EN |
| Citations received | 11 |
| References cited | 51 |
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
Context (archaeology · Context effect · Dimension (graph theory · Faculty Development · Homophily · Mathematics education · Pedagogy · Professional development · School district · Statistics · Survey data collection · Collaborative Teaching and Inclusion · Mathematics · Psychology · School Choice and Performance · Social Psychology · Teacher Education and Leadership Studies
Teacher Quality and Students’ Post-Secondary Outcomes
Policy publicity and effectiveness matter
National policy, school contexts, and individual characteristics
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Retaining novice teachers
Impact of inquiry portfolios within a service-learning literacy field experience on preservice teachers’ knowledge growth and GPA
Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative
Teaching close to home
Principals' systems thinking and teachers' withdrawal behaviours
Persistence Despite Structural Barriers
How did it get this way? Disentangling the sources of teacher quality gaps through agent-based modeling
Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students
Teacher Retention
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
Teacher Sorting and the Plight of Urban Schools
Value-added modeling
Representation in the classroom
How Context Matters in High-Need Schools
Race, poverty, and teacher mobility
Chronic Absenteeism and Its Effects on Students’ Academic and Socioemotional Outcomes
Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience
Teaching Students and Teaching Each Other
Who teaches whom? Race and the distribution of novice teachers
Why Public Schools Lose Teachers
The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes
Who believes in me? The effect of student–teacher demographic match on teacher expectations
Retaining Black Teachers
Can Good Principals Keep Teachers in Disadvantaged Schools? Linking Principal Effectiveness to Teacher Satisfaction and Turnover in Hard-to-Staff Environments
Teachers, Race, and Student Achievement in a Randomized Experiment
How principal leadership and person-job fit are associated with teacher mobility and attrition
Inconvenient Truth? Do Collective Bargaining Agreements Help Explain the Mobility of Teachers within School Districts
The Role of Teacher Quality in Retention and Hiring
A supervisor like me
Oh, Won't You Stay
Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students
Grade Assignments and the Teacher Pipeline
The Importance of Minority Teachers
A Kindergarten Teacher Like Me
Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts
The Influence of School Administrators on Teacher Retention Decisions
School Organizational Contexts, Teacher Turnover, and Student Achievement
Teacher Collaboration in Instructional Teams and Student Achievement
How Teacher Turnover Harms Student Achievement
Does My Boss's Gender Matter? Explaining Job Satisfaction and Employee Turnover in the Public Sector
Field Placement Schools and Instructional Effectiveness
Systematic Sorting
When Race Matters
Birds of a Feather
| Unique citing works | 11 |
|---|---|
| Citations per year | 2.75 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |