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Recruitment, Preparation, Placement, and Retention of Alternate Route and College-Prepared Teachers: An Early Study of a New Jersey Initiative by Karen Zumwalt, Gary Natriello, Judy Randi, Alison L. Rutter & Richard Sawyer - 2017This article reviews survey findings about the recruitment, preparation, placement and retention of 315 elementary, secondary English, and math teachers prepared to enter New Jersey public schools in fall 1987, either having just completed New Jersey college-based education programs (CB) or entering through the New Jersey alternate route (AR) program. Teachers were surveyed through their sixth year of teaching. The AR program increased the number of teachers for urban and rural schools and diversified the teaching pool. AR teachers held more traditional views than those prepared in CB programs, but neither program recruited teachers with a consistently higher quality profile. Programmatic aspects (i.e., fusing of AR recruitment, preparation, and placement phases) correlated with some differing attitudes of teachers toward teaching and their programs, and qualitatively different experiences in preparing to teach. During the first two years, AR teachers were more likely to teach in urban schools, but differences diminished over the next four years. Three-year retention rates were highest for elementary and CB math teachers and lowest for AR math teachers. Six-year retention rates were highest for CB math teachers and lowest for AR math and English teachers. AR retention rates were higher for males, while CB retention rates were higher for minorities. Attitudes related to retention indicate program, subject matter, and elementary/secondary differences. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Karen Zumwalt
Teachers College, Columbia University
E-mail Author
KAREN ZUMWALT is Edward Evenden Professor Emerita in the Department of Curriculum and Teaching, Teachers College, Columbia University. Following public school teaching in Cleveland, Ohio, and Glencoe, Illinois, she earned her Ph.D. from the University of Chicago. She worked as a teacher educator at Smith College (Massachusetts) for three years and at Teachers College for 37 years. Her writings and research have focused on curriculum and teacher education. She won AERA’s first Interpretive Scholarship Award in 1983 for her NSSE Yearbook chapter on policy implications of research on teaching.
- Gary Natriello
Teachers College, Columbia University
E-mail Author
GARY NATRIELLO is the Ruth L. Gottesman Professor of Educational Research and Professor of Sociology and Education at Teachers College, Columbia University. His research interests include the social aspects of evaluation processes, at-risk youth, and learning environments. He is the author of the chapter on networked learning in the Handbook of Educational Psychology.
- Judy Randi
University of New Haven
E-mail Author
JUDY RANDI is professor of education at the University of New Haven. Her research program focuses on teacher innovations. She has collaborated with teachers to document their innovative teaching practices, including adaptive teaching, self-regulated learning, writing instruction, and visual literacy.
- Alison Rutter
East Stroudsburg University of Pennsylvania
E-mail Author
ALISON RUTTER is associate professor in the Department of Early Childhood and Elementary Education, and special assistant to the dean for Professional Development Schools, East Stroudsburg University of Pennsylvania. She earned her M.A., M.Ed., and Ed.D. in the Department of Curriculum and Teaching at Teachers College, Columbia University. In addition to having taught in elementary school, she has worked as a teacher educator at Teachers College, Muhlenberg College, and East Stroudsburg for a total of 20 years. Her writings and research have focused on professional development schools and teacher leadership.
- Richard Sawyer
Washington State University Vancouver
RICHARD SAWYER is professor of education at Washington State University Vancouver. His areas of study are curriculum theory with an emphasis on teacher epistemology and imagination, teacher leadership, duoethnography, and aesthetic curriculum. He recently published Duoethnography: Understanding Qualitative Research, published by Oxford University Press, for which he received the AERA Division D Significant Contribution to Educational Measurement and Research Methodology Award, and “Tracing Dimensions of Aesthetic Currere: Critical Transactions between Person, Place, and Art” in the Currere Exchange Journal.
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