Does New Teacher Induction Really Improve Retention?
Does New Teacher Induction Really Improve Retention?
复制标题
新教师入职真的能提高保留率吗？
DOI：
10.1177/0022487117702583
复制
发表时间：
2017
影响因子：
3.9
通讯作者：
K. McQueen
中科院分区：
文献类型：
--
作者：
Matthew Ronfeldt;K. McQueen
政策制定者越来越多地通过实施早期职业教师的入职培训计划来打击教师流动。然而，现有的证据表明，诱导对营业额的影响是喜忧参半。利用最近三次学校和人员配备和教师跟踪调查以及初任教师纵向研究的数据，本研究调查了不同类型的诱导支持是否预测了全国代表性的一年级教师样本中的教师流动率。我们发现，在第一年接受入职支持预测较少的教师迁移和自然减员，这表明，使用感应，以减少新教师的流动是一个很有前途的政策趋势。我们还发现，不同类型的教师和不同类型学校的教师的入职支持水平相当恒定。例外情况是，黑人教师和在有更多以英语为第二语言的学生的学校工作的教师报告说，他们得到了更高水平的入门支持。
Policymakers have increasingly worked to combat teacher turnover by implementing induction programs for early-career teachers. Yet the existing evidence for the effects of induction on turnover is mixed. Drawing on data from the three most recent administrations of the Schools and Staffing and Teacher Follow-Up Surveys, as well as the Beginning Teacher Longitudinal Study, this study investigates whether different kinds of induction supports predict teacher turnover among nationally representative samples of first-year teachers. We find that receiving induction supports in the first year predicts less teacher migration and attrition, suggesting that using induction to reduce new teacher turnover is a promising policy trend. We also find that levels of induction support are fairly constant for different kinds of teachers and teachers in different kinds of schools. The exceptions are that teachers who are Black and who work in schools with more students who speak English as a second language report higher levels of induction supports.