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Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they are mentored by more instructionally effective cooperating teachers (CTs).
In this study, we examine three types of school-level attributes that may influence teachers' decisions to enter or transfer schools: malleable school processes, structural features of employment, and school characteristics.
Using adaptive conjoint analysis survey design with a sample of teachers from low-performing urban, turnaround schools in Tennessee, we find that five of the seven most highly valued features of schools are malleable processes: consistent administrative support, consistent enforcement of discipline, school safety, small class sizes, and availability of high-quality professional development.
should begin with a clear explanation of a theory that informs practice, a description of the historical context, and a justification based on the literature.
The paper should conclude with implications for practice in an educational setting.
Occasionally, distinguished scholars selected by the Dean of Boston University Wheelock College of Education & Human Development, in consultation with the Editorial Review Board will be invited to write reflections.
Recruiting and retaining teachers can be challenging for many schools, especially in low-performing urban schools in which teachers turn over at higher rates.
highlights selected items from materials available or received electronically regarding funding opportunities, calls for papers and manuscripts, upcoming conferences, and other items of professional interest.
How to Submit: To submit items for consideration for The William T.
Simulation evidence suggests that hiring and turnover vary in relative importance to principal sorting patterns according to the measure of quality examined, and that differential principal improvement across contexts may matter as well.
Complementary analyses of national survey data corroborate our main results.