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Full-Text Articles in Education
Examining Work-Related Factors That May Predict Teacher Retention Intention In Rural Georgia, Katrina M. Evans-Dobbs
Examining Work-Related Factors That May Predict Teacher Retention Intention In Rural Georgia, Katrina M. Evans-Dobbs
Electronic Theses and Dissertations
This study utilized a quantitative, statistical, non-experimental design to collect, analyze, and interpret data or variables that might impact retention of beginning teachers (0-3 years of experience) and experienced teachers (more than 3 years of experience) in a rural county school system in Georgia. The following variables were examined: retention intention, job satisfaction, job autonomy, workload pressure, leadership support, work experience, lateral/non-lateral status, induction, and mentoring. There were 728 participants from 14 elementary schools, five middle schools, and four high schools. This study found there were no statistically significant differences in retention intention between lateral and non-lateral teachers. There was …
Supporting The Needs Of At-Risk Beginning Teachers, Adam Myers Dr.
Supporting The Needs Of At-Risk Beginning Teachers, Adam Myers Dr.
National Youth Advocacy and Resilience Conference
This session is designed to provide teachers, teacher leaders, principals, and support staff relevant research and best practices for incorporating induction support to novice teachers who have been placed in low-performing schools. This interactive session will include participant discussion on the characteristics of beginning teachers, and how mentoring and coaching can significantly impact their retention and effectiveness.
Analyzing Levels Of Feedback Delivered By Cooperating Teachers And Supervisors In A Teacher Internship: A Case Study, James Badger
Analyzing Levels Of Feedback Delivered By Cooperating Teachers And Supervisors In A Teacher Internship: A Case Study, James Badger
Georgia Educational Researcher
This research analyzed the feedback delivered by cooperating teachers and university supervisors in an internship, and reports how student teachers perceived the feedback they received during debriefing sessions with their mentors. Hattie and Timperley’s (2007) framework for conceptualizing effective feedback was used to analyze cooperating teachers’ and field supervisor’ assessment of the student teachers’ classroom instruction. Findings from two surveys, documents, and interviews revealed a preponderance of feedback that was devoted to instruction and classroom management with a relative paucity of feedback dedicated to the processing of instruction, consideration of student learning, and development of self-reflection in the student teachers. …