This article explores the role of personality in teacher retention using a rich set of quantitative and qualitative measures. The author finds that despite stereotypes of American teachers as unambitious, a “special kind of ambition”—self-promotion coupled with a commitment to others—predicts a long-term commitment to the occupation.
This study uses the lens of figured worlds (individual, culturally based systems for meaning-making) to understand how English pre-service teachers build relationships with challenging students during four semesters of methods courses and field placements.
The authors use cognitive flexibility theory to theoretically and empirically explore the relationship between how high school teachers understand student engagement and their ability to consistently engage students in class. Using three years of data from annual student surveys and teacher focus groups, they find that teachers whom students rated as being more engaging tended to illustrate more cognitive flexibility in how they spoke and thought about engagement.
This study examines relations between fifth-grade teachers’ use of general teaching practices, such as emotional support, and mathematics-specific practices, such facilitating mathematical discourse, over the course of a school year.
This qualitative study focuses on successful high-poverty urban schools that relied on teams as a central mechanism for school improvement, dedicating substantial blocks of time each week to teachers’ meetings. Teachers in those schools valued their work on teams, saying that it supported their instruction and contributed to their school’s success by creating coherence across classrooms and shared responsibility for students.
This article examines how teachers talk about student ability and achievement in the era of data-driven decision making and how their talk is shaped by the context in which they work.
This study analyzes a statistically significant positive effect of teacher collaboration on teachers’ reported differentiated instruction use and in turn the influence of differentiated instruction on teachers’ sense of efficacy.
This study uses five case studies to examine high school English teachers’ instruction of writing while taking into account their preparation for teaching writing, the instructional policies in place, and the learners in their classrooms.
This article examines the dynamic relationship between teaching and learning in two case studies that explore how teachers develop students’ capacity to adapt to the learning environment and how students’ own self-regulated learning, in turn, contributes to and enables adaptive teaching.
An Introduction to the Yearbook
To provide context this article considers the policy environment that led to the reform of college-based teacher education and the introduction of an alternate route program in New Jersey in the 1980s.
Using survey data, this article reviews findings about the recruitment, preparation, placement, and retention of 315 elementary, secondary English, and secondary math teachers prepared to enter New Jersey public schools in fall 1987.
This longitudinal study follows 25 exemplar elementary, secondary English, and secondary math teachers prepared in New Jersey’s alternate route program (AR) or college-based programs (CB) for 11 years.
Drawing on interviews, this article explores the motivations of the 25 exemplar elementary, secondary English, and secondary math teachers at the time they chose to enter teaching either through New Jersey’s alternate route (AR) program or college-based (CB) programs in the state.
This article describes and compares the preparation experiences of the 25 exemplar elementary, secondary English, and secondary math teachers entering teaching through college-based (CB) programs or the New Jersey Teacher Education Project, one of the nation’s first alternative routes (AR) to certification. The article then follows these teachers into their first experience “on the other side of the desk.”
Using multiple waves of data, this article follows the 25 exemplar elementary, secondary English, and secondary math teachers prepared in New Jersey’s alternate route (AR) program or college-based (CB) programs through their 11th year of teaching.
This article examines 24 teachers’ perceptions of their curriculum and curricular choices over their first 11 years of teaching.
This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and secondary math teachers who were still teaching 10-plus years after they entered teaching either through New Jersey’s alternate route (AR) program or college-based (CB) programs in the state.
Taking stock, this article explores emerging themes common to the literature on alternate routes and unique contributions of this volume in relation to the recruitment, preparation, placement, and retention of teachers prepared in college-based and alternate route programs.
This article explores the contributions of minority serving institutions to the production of teachers of color. The authors lay the groundwork for research in this area and put forth an agenda for future research.
This study compares the organizational and professional commitment of teachers in charter schools and traditional public schools and explores how these differences are associated with teacher characteristics, school contextual factors, and working conditions in the two types of schools.
In this article, the authors examine how those with influence in educational policy construct the idea of “teachers” and groups associated with teachers through implicit “policy images,” and how those images are reflected in policy prescriptions and policy designs.
This study estimates the impact of the use of Teach for America by a school district on teacher vacancies reported by the district.
Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) that elevate, or fail to elevate, students’ explanatory rigor in equitable ways.
Do teacher knowledge and instructional quality grow in the first two years of teaching? Are they related to each other? The authors examine these questions with a sample of 45 middle school math teachers in their first two years of teaching, from 11 districts in four states.
This study examines the relationship between teacher-reported culturally responsive beliefs and behaviors and grade 3–5 Latino students’ reading outcomes.
This article analyzes the way that a teacher community shares stories about students in a racially and socioeconomically diverse elementary school. The narratives that emerge from the teacher community’s discourse reveal these middle-class White women teachers’ intense ambiguity about, and social distance from, their students. Implications for leadership and policy in response to this common occurrence in schools are discussed.
This study examines differences in instructional quality between two higher and two lower value-added high schools, as measured by the Classroom Assessment Scoring System—Secondary (CLASS-S). Based on data from classroom observations and teacher interviews, it explores (a) differences in levels of instructional quality, (b) differences in the proportions of students taking advanced courses, and (c) differences in the way teachers think and talk about their classroom challenges.
Using data from North Carolina public schools we examine the characteristics, value-added effectiveness, and retention of individuals who were teaching assistants before becoming teachers-of-record.
In this study, authors use data from 2006 to 2010 to examine the impact of school-based financial incentives on patterns of teacher mobility, focusing on teachers' strategic moves.