Elementary School Campuses and New Teachers
A Multiyear Study
Bibliographic Data
| ID | 9730222 |
|---|---|
| Authors | Cynthia Martinez-Garcia (0000-0002-1274-7983, Sam Houston State University, Huntsville, TX, USA, corresponding author), John R Slate (0000-0001-9915-7849, Sam Houston State University, Huntsville, TX, USA) |
| Year | 2012 |
| Volume | 44 |
| Issue | 1 |
| Pages | 83-96 |
| Publication date | 2012-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124510380907 |
| OpenAlex | W2053341481 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
In this study, the researchers examined the five most recent years of data (2003-2004 through 2007-2008) from the Academic Excellence Indicator System of the State of Texas regarding new teachers on elementary school campuses. We examined the extent to which differences were present between elementary school campuses with the highest new teacher percentages and elementary school campuses with the lowest new teacher percentages. In every case for all 5 years, elementary school campuses with the highest percentages of new teachers had the highest percentages of minority students, highest percentages of economically disadvantaged students, and highest percentages of at-risk students than did elementary school campuses with the lowest percentages of new teachers. Implications of these findings and suggestions for further research are discussed
Disadvantaged · Excellence · Mathematics education · Pedagogy · Political science · Primary education · School teachers · Higher Education Research Studies · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
| Citations per year | 0.2 |
|---|---|
| Citation span | 2021 - 2021 (1) |
| Highly cited | No |