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Learning by Doing: The Characteristics, Effectiveness, and Persistence of Teachers Who Were Teaching Assistants First


by C. Kevin Fortner, David C. Kershaw, Kevin C. Bastian & Heather H. Lynn 2015


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Cite This Article as: Teachers College Record Volume 117 Number 11, 2015, p. 1-30
http://www.tcrecord.org ID Number: 18123, Date Accessed: 12/13/2017 7:46:58 PM
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About the Author
  • C. Kevin Fortner
    Georgia State University
    E-mail Author
    C. KEVIN FORTNER is an Assistant Professor of Research, Measurement, and Statistics in the Department of Educational Policy Studies. His research interests include teacher effectiveness and persistence, how education policies influence student equity, and program evaluation. Recent publications include an examination of the relationship between teacher preparation policies and student outcomes in Education Finance and Policy and an equity audit research report completed for Atlanta Public Schools.
  • David Kershaw
    Slippery Rock University
    E-mail Author
    DAVID C. KERSHAW is an Assistant Professor of Political Science at Slippery Rock University. His research interests include teacher preparation and retention, preparation program evaluation, and student persistence. His work has been accepted by the American Journal of Evaluation; Education Finance and Policy; Journal of Teacher Education; and Political Behavior. He holds a doctorate in political science from the University of North Carolina at Chapel Hill; an MA in political science from Illinois State University; and degrees in journalism and political science from West Virginia University.
  • Kevin Bastian
    University of North Carolina at Chapel Hill
    E-mail Author
    KEVIN C. BASTIAN is a Research Associate and the Director of the Teacher Quality Research Initiative in the Department of Public Policy and the Education Policy Initiative at Carolina at the University of North Carolina at Chapel Hill. His research interests include education policy and evaluation and teacher and school leader preparation, labor markets, and effectiveness. Recent publications include an analysis of out-of-state prepared teachers, published in Educational Evaluation and Policy Analysis, and a policy brief on the distribution of educational resources in North Carolina, published by Education Finance and Policy.
  • Heather Lynn
    University of North Carolina at Pembroke
    E-mail Author
    HEATHER H. LYNN is an Assistant Professor of Education in the Department of Educational Leadership at the University of North Carolina at Pembroke. She enjoys teaching graduate-level teacher education courses and conducting teacher quality research. Recently, she worked at the Education Policy Initiative at Carolina (EPIC) and served as Project Lead for the Teacher and Leader Effectiveness Evaluation, a North Carolina Race to the Top education reform grant evaluation.
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