坚持与非坚持教师学业与个人特征的纵向研究。

IF 2.2 4区教育学 Q1 Social Sciences

Journal of Experimental Education Pub Date : 1997-01-01 DOI:10.1080/00220973.1997.9943457

R. N. Marso, F. L. Pigge

{"title":"坚持与非坚持教师学业与个人特征的纵向研究。","authors":"R. N. Marso, F. L. Pigge","doi":"10.1080/00220973.1997.9943457","DOIUrl":null,"url":null,"abstract":"Abstract This longitudinal study was designed to compare the academic and personal characteristics of teacher candidates who persist and do not persist through teacher preparation and the early years of teaching. The candidates' (N = 551) characteristics were collected upon commencement of teacher preparation; 7 years later the candidates were classified by degree of persistence as follows: (a) not certified as teachers, (b) certified but not teaching, (c) part-time teachers, and (d) full-time teachers. The candidates' gender, major, initial assurance about teaching, and time at which they decided to become teachers were found to be associated with their degree of persistence; their level of academic aptitude, basic academic skills, and expected effectiveness as future teachers were found not to be associated with their degree of persistence. Relationships between these findings and findings from the National Longitudinal Survey of teacher attrition are discussed, and implications for effective teacher re...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"243-254"},"PeriodicalIF":2.2000,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.9943457","citationCount":"61","resultStr":"{\"title\":\"A Longitudinal Study of Persisting and Nonpersisting Teachers' Academic and Personal Characteristics.\",\"authors\":\"R. N. Marso, F. L. Pigge\",\"doi\":\"10.1080/00220973.1997.9943457\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This longitudinal study was designed to compare the academic and personal characteristics of teacher candidates who persist and do not persist through teacher preparation and the early years of teaching. The candidates' (N = 551) characteristics were collected upon commencement of teacher preparation; 7 years later the candidates were classified by degree of persistence as follows: (a) not certified as teachers, (b) certified but not teaching, (c) part-time teachers, and (d) full-time teachers. The candidates' gender, major, initial assurance about teaching, and time at which they decided to become teachers were found to be associated with their degree of persistence; their level of academic aptitude, basic academic skills, and expected effectiveness as future teachers were found not to be associated with their degree of persistence. Relationships between these findings and findings from the National Longitudinal Survey of teacher attrition are discussed, and implications for effective teacher re...\",\"PeriodicalId\":47911,\"journal\":{\"name\":\"Journal of Experimental Education\",\"volume\":\"65 1\",\"pages\":\"243-254\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"1997-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/00220973.1997.9943457\",\"citationCount\":\"61\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Experimental Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/00220973.1997.9943457\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Experimental Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/00220973.1997.9943457","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 61

摘要

摘要本纵向研究旨在比较在教师准备和早期教学中坚持和不坚持的教师候选人的学术和个人特征。在教师准备开始时收集候选人(N = 551)的特征;7年后，候选人按坚持程度分类如下:(a)未获得教师资格，(b)获得教师资格但不教书，(c)兼职教师，(d)全职教师。候选人的性别、专业、最初对教学的信心以及决定成为教师的时间与他们的坚持程度有关;研究发现，他们的学术能力水平、基本学术技能水平和未来教师的预期效果与他们的坚持程度无关。本文讨论了这些研究结果与全国教师流失纵向调查结果之间的关系，以及对有效教师培训的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

A Longitudinal Study of Persisting and Nonpersisting Teachers' Academic and Personal Characteristics.

Abstract This longitudinal study was designed to compare the academic and personal characteristics of teacher candidates who persist and do not persist through teacher preparation and the early years of teaching. The candidates' (N = 551) characteristics were collected upon commencement of teacher preparation; 7 years later the candidates were classified by degree of persistence as follows: (a) not certified as teachers, (b) certified but not teaching, (c) part-time teachers, and (d) full-time teachers. The candidates' gender, major, initial assurance about teaching, and time at which they decided to become teachers were found to be associated with their degree of persistence; their level of academic aptitude, basic academic skills, and expected effectiveness as future teachers were found not to be associated with their degree of persistence. Relationships between these findings and findings from the National Longitudinal Survey of teacher attrition are discussed, and implications for effective teacher re...

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Experimental Education Multiple-

CiteScore

6.70

自引率

0.00%

发文量

期刊介绍： The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students" self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals.