Where Should Student Teachers Learn to Teach? Effects of Field Placement School Characteristics on Teacher Retention and Effectiveness

Educational Evaluation and Policy Analysis

Volumn 34, Issue 1, 2012, Pages 3-26

  Ronfeldt, Matthew ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

field experience; pre service preparation; student teaching; teacher education

Indexed keywords

EID: 84857430534     PISSN: 01623737     EISSN: 19351062     Source Type: Journal    
DOI: 10.3102/0162373711420865     Document Type: Article

References (48)

1. Adams A., Bondy E., Kuhel K. Preservice teacher learning in an unfamiliar setting. Teacher Education Quarterly. 2005;32 (2): 41-62.
2. Athanases S.Z., Martin K.J. Teaching and learning advocacy for educational equity in a teacher credential program. Teaching and Teacher Education. 2006;22:627-646.
3. Boyd D. Grossman P. Hammerness K. Lankford H. Loeb S. Ronfeldt M. Wyckoff J. (2009). Recruiting effective math teachers, How do Math Immersion teachers compare?: Evidence from New York City. Working paper downloaded from: http://www.teacherpolicyresearch.org/portals/1/pdfs/NYC%20Math%20Immersion.pdf.
4. Boyd D. Grossman P. Ing M. Lankford H. Loeb S. Wyckoff J. (2009). The influence of school administrators on teacher retention decision. Retrieved August 7, 2010, from http://www.teacherpolicyresearch.org/portals/1/pdfs/TeacherRetentionAdministrators22May2009.pdf.
5. Boyd D.,Grossman P.,Lankford H.,Loeb S.,Wyckoff J.How changes in entry requirements alter the teacher workforce and affect student achievement.Education Finance and Policy. 2006;1 (2): 176-216.
6. Boyd D., Grossman P., Lankford H., Loeb S., Wyckoff J. Teacher preparation and student achievement. Educational Evaluation and Policy Analysis. 2009;31 (4): 416-440.
7. Boyd D., Lankford H., Loeb S., Rockoff J., Wyckoff J. Narrowing the gap in New York City teacher qualifications and its implications for student achievement in high-poverty schools. Journal of Policy Analysis and Management. 2008;25 (4): 793-818.
8. Boyle-Baise M., McIntyre D.J. Handbook of research on teacher education. What kind of experience? Preparing teachers in PDS or community settings. In Cochran-SmithM.Feiman-NemserS.McIntyreD. J. (Eds.), Handbook of research on teacher education (3rd ed., pp. 307-330). New York, NY: Routledge.Cochran-Smith M.Feiman-Nemser S.McIntyre D.J., ed. New York, NY: Routledge; 2008:307-330.
9. Bryk A., Schneider B. Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation; 2002:.
10. Buehler J., Ruggles Gere A., Dallavis C., Shaw Haviland V. Normalizing the fraughtness: How emotion, race, and school context complicate cultural competence. Journal of Teacher Education. 2009;60 (4): 408-418.
11. Burant T.A., Kirby D. Beyond classroom-based early field experiences: Understanding an "educative practicum" in an urban school and community. Teaching and Teacher Education. 2002;18:561-575.
12. A nation prepared: Teachers for the 21st century. New York, NY: Author; 1986.
13. Castle S., Fox R.K., Souder K.O. Do professional development schools (PDSs) make a difference? A comparative study of PDS and non-PDS teacher candidates.Journal of Teacher Education. 2005;57:65-80.
14. Cochran-Smith M., Zeichner K. Studying teacher education: The report on the AERA panel on research and teacher education. Mahwah, NJ: Erlbaum; 2005:.
15. Clift R.T., Brady P. Studying teacher education: The report on the AERA panel on research and teacher education. Cochran-Smith M. Zeichner K., ed. Mahwah, NJ: Erlbaum; 2005:309-424.
16. Cross B. Learning or unlearning racism: Transferring teacher education curriculum to classroom practices. Theory Into Practice. 2003;42 (3): 203-209.
17. New York state testing program 2006: Mathematics, grades 3-8. Monterey, CA: Author; 2006.
18. Darling-Hammond L., Prince C.D. Strengthening teacher quality in high-need schools-Policy and practice. Washington, DC: Council of Chief State School Officers; 2007:.
19. Downey J.A., Cobbs G.A. "I actually learned a lot from this": A field assignment to prepare future preservice math teachers for culturally diverse classrooms. School Science and Mathematics. 2007;107 (1): 391-403.
20. Feng L. Opportunity wages, classroom characteristics, and teacher mobility. Southern Economic Journal. 2009;75 (4): 1165-1190.
21. Grande M., Burns B., Schmidt R., Marable A. Impact of a paid urban field experience on teacher candidates' willingness to work in urban schools. Teacher Educator. 2009;44 (3): 188-203.
22. Grant C.A., Secada W.G. What kind of experience? Preparing teachers in PDS or community settings. Handbook of research on teacher education. Houston W., ed. New York, NY: Macmillan; 1990:403-422.
23. Guyton E., McIntyre J. Preparing teachers for diversity. Handbook of research on teacher education. Houston W., ed. New York, NY: Macmillan; 1990:514-534.
24. Haberman M. Selecting star teachers for children and youth in urban poverty. Phi Delta Kappan. 1995;76:777-781.
25. Haberman M., Post L. Teachers for multicultural schools. Theory Into Practice. 1998;37 (2): 96-104.
26. Hanushek E.A., Kain J.F., Rivkin S.G. Why public schools lose teachers. Journal of Human Resources. 2004;39 (2): 326-354.
27. Helfeldt J.P., Capraro R.M., Capraro M.M., Foster E.,Carter N. An urban schools-university partnership that prepares and retains quality teachers for "high need" schools. Teacher Educator. 2009;44 (1): 1-20.
28. Hill P., Phelps S., Friedland E.S. Preservice educators' perceptions of teaching in an urban middle school setting: A lesson from the Amistad. Multicultural Education. 2007;15 (1): 33-37.
29. Hollins E., Guzman M.T. Research on methods courses and field experiences. Studying teacher education: The report on the AERA panel on research and teacher education. Cochran-Smith M. Zeichner K., ed. Mahwah, NJ: Erlbaum; 2005:477-548.
30. Ingersoll R.M. Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal. 2001;38 (3): 499-534.
31. Jackson C.K., Elias B. Teaching students and teaching each other: The importance of peer learning for teachers. American Economic Journal: Applied Economics. 2009;1 (4): 1-27.
32. Johnson S.M., Birkeland S.E. Pursuing a "sense of success": New teachers explain their career decisions. American Educational Research Journal. 2003;40:581-617.
33. Johnson S.M., Birkeland S.E. Is fast-track preparation enough? It depends. Alternative routes to teaching: Mapping the new landscape of teacher education. Grossman P. Loeb S., ed. Cambridge, MA: Harvard Education Press; 2008:101-128.
34. Lankford H., Loeb S., Wyckoff J. Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis. 2002;24:37-62.
35. Latham N.I., Vogt W.P. Do professional development schools reduce teacher attrition? Evidence from a longitudinal study of 1,000 graduates. Journal of Teacher Education. 2007;58:153-167.
36. Loeb S., Darling-Hammond L., Luczak J. How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education. 2005;80 (3): 44-70.
37. McCaffrey D.F., Sass T.R., Lockwood J.R., Mihaly K. The intertemporal variability of teacher effect estimates. Education Finance and Policy. 2009;4 (4): 572-606.
38. Mello R.A. The integrated cohort program: An evaluation of a pre-professional course of study. Educational Forum. 2003;67 (4): 354-363.
39. National Academy of Education. (2009). Teacher quality education policy white paper. Retrieved August 7, 2010, from http://naeducation.org/Teacher_Quality_White_Paper.pdf.
40. Paese P.C. Impact of professional development schools pre-service through induction. Action in Teacher Education. 2003;25 (1): 83-88.
41. Ridley D.S., Hurwitz S., Davis Hackett M.R., Knutson Miller K. Comparing PDS and campus-based preservice teacher preparation: Is PDS-based preparation really better?. Journal of Teacher Education. 2005;56 (1): 46-56.
42. Rivkin S.G., Hanushek E.A., Kain J.F. Teachers, schools, and academic achievement. Amherst, MA: Amherst College; 2001:.
43. Rockoff J. The impact of individual teachers on student achievement: Evidence from panel data. The American Economic Review. 2004;94 (2): 247-252.
44. Rothstein J. Student sorting and bias in value-added estimation: Selection on observables and unobservables. Education Finance and Policy. 2009;4 (4): 537-571.
45. Scafidi B., Sjoquist D., Stinebrickner T. Race, poverty, and teacher mobility. Economics of Education Review. 2007;26 (2): 145-159.
46. Stallings J.A., Kowalski T. Handbook of research on teacher education. Houston R. Haberman W.R. Sikula J., ed. New York, NY: Macmillan; 1990:251-263.
47. Wilson S.M., Floden R.E. Creating effective teachers: Concise answers for hard questions. Washington, DC: AACTE Publications; 2003:.
48. Wilson S.M., Floden R., Ferrini-Mundy J. Teacher preparation research: Current knowledge, gaps, and recommendations. Seattle: Center for the Study of Teaching and Policy, University of Washington; 2001:.