The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally. Summary. Issues & Answers. REL 2012-No. 133

Autor/inn/en	Lacireno-Paquet, Natalie; Bocala, Candice; Fronius, Trevor; Phillips, Dave
Institution	Regional Educational Laboratory Northeast & Islands (ED)
Titel	The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally. Summary. Issues & Answers. REL 2012-No. 133
Quelle	(2012), (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Teacher Characteristics; Teaching Experience; Preservice Teacher Education; Classroom Environment; Class Size; Limited English Speaking; Individualized Education Programs; Public School Teachers; Teacher Attitudes; Teacher Effectiveness; Teacher Persistence; Comparative Analysis; Program Effectiveness; Connecticut; Maine; Massachusetts; New Hampshire; New York; Rhode Island; United States; Vermont; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Klassenklima; Unterrichtsklima; Klassengröße; Individualized education program; Individualisierendes Lernen; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Master-Studiengang; USA
Abstract	This summary describes a study that examines characteristics and experiences of beginning public school teachers in the Northeast and Islands Region states and compares them with the characteristics and experiences of beginning teachers nationally using data from the 2007/08 Schools and Staffing Survey. This study uses data from the 2007/08 Schools and Staffing Survey to describe the characteristics and experiences of beginning teachers in the Regional Educational Laboratory Northeast and Islands Region states (Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, and Vermont) and nationally. Beginning teachers are defined as teachers who reported that they started teaching during or after the 2003/04 school year and therefore had fewer than five years of teaching experience. The report focuses on variables related to teachers' preparation and workplace supports that research suggests might be associated with their perceptions of preparedness, effectiveness, and retention. This study provides data to help states in the region tailor initiatives to the needs of beginning teachers. It responds to a request expressed by stakeholders in four of the region's states and the New England Collaborative for Educator Effectiveness (formed by six New England states evaluation) to better understand the characteristics and preparation of beginning teachers in the region and to have information on how beginning teachers are supported. This study also contributes to the literature on teacher preparation, working conditions, and support by providing an overview of the characteristics and experiences of beginning teachers in the Northeast Region and nationally. (Contains 1 note.) [For the full report, "The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally. Issues & Answers. REL 2012-No. 133," see ED530612.] (ERIC).
Anmerkungen	Regional Educational Laboratory Northeast & Islands. Available from: Education Development Center, Inc. 55 Chapel Street, Newton, MA 02458. Tel: 617-618-2747; Fax: 617-969-1580; Web site: http://www.relnei.org/home.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10