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True Grit: Trait-Level Perseverance and Passion for Long-Term Goals Predicts Effectiveness and Retention Among Novice Teachers


by Claire Robertson-Kraft & Angela Duckworth — 2014


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Cite This Article as: Teachers College Record Volume 116 Number 3, 2014, p. -
http://www.tcrecord.org ID Number: 17352, Date Accessed: 11/26/2014 8:32:54 PM
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About the Author
  • Claire Robertson-Kraft
    University of Pennsylvania
    E-mail Author
    CLAIRE ROBERTSON-KRAFT is a doctoral candidate in education policy at the University of Pennsylvania. She studies teacher effectiveness and retention and is specifically focused on policies related to teacher recruitment, evaluation, and compensation. Prior to graduate school, she served as the associate director of Operation Public Education, a school reform effort helping districts develop new teacher evaluation systems, and worked as a third grade teacher and program director with Teach For America in Houston. Recent publications include Hershberg, T., & Robertson-Kraft, C. (2009). A grand bargain for education reform: New rewards and supports for new accountability. Cambridge, MA: Harvard Education Press; Gold, E., Good, D., & Robertson-Kraft, C. (2011). Philadelphia’s Renaissance Schools: A report on start-up and early implementation. Research for Action, Philadelphia, PA.
  • Angela Duckworth
    University of Pennsylvania
    E-mail Author
    ANGELA LEE DUCKWORTH is an associate professor of psychology at the University of Pennsylvania. She studies non-IQ competencies, including self-control and grit, which predict achievement. Prior to her career in research, she founded a non-profit summer school for low-income children, which won the Better Government Award for the state of Massachusetts and was profiled as a Harvard Kennedy School case study. She has also been a McKinsey management consultant and, for five years, a math teacher in the public schools of San Francisco, Philadelphia, and New York City. She was named to the 2013 class of MacArthur fellows. Recent publications include Duckworth, A. L., Quinn, P., & Tsukayama, E. (2012). What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104(2), 439-451; Duckworth, A. L., Quinn, P. D., & Seligman, M. E. P. (2009). Positive predictors of teacher effectiveness. Journal of Positive Psychology, 19, 540-547.
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