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


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

Issue/Topic: Teaching Quality--Preparation
Author(s): Ronfeldt, Matthew
Organization(s):
Publication: Educational Evaluation and Policy Analysis
Published On: 3/1/2012

Background:
A growing number of studies are focusing on the effects of teacher preparation on improving teacher quality and there is ongoing debate about the kinds of schools that make for the best field placements during pre-service preparation. Some argue that easier-to-staff schools may best support teacher learning because they offer desirable teaching conditions, while others claim that those schools may leave teachers unprepared to work in difficult-to-staff schools and with underserved students.

Purpose:
To examine the effects of learning to teach in difficult-to-staff and underserved schools on teacher retention and effectiveness.

Findings/Results:


Policy Implications/Recommendations:



Research Design:
Quantitative

Population/Participants/Subjects:
New York City teachers in their first year in 2005

Year data is from:
2004-2005; 2007-2008

Setting:
District

Data Collection and Analysis:
- Survey of NYC first-year teachers and NYC Department of Education administrative data on students, teachers, and schools. - Subsample of NYC schools in which the study's teachers were placed during their field experiences - Teachers' value-added student test scores from mathematics test data from 2004-2005 and 2007-2008.

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