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2011 Articles

Coggins, C., & Peske, H. (2011). New teachers are the new majority. Education Week, 30(17), 21-23.

Teachers with 10 or fewer years’ experience now constitute over 52 percent of our teaching force

Cross, K. (2011, May). Examining the role of principals in the retention of new teachers. Retrieved November 21, 2011, from http://www.eric.ed.gov/PDFS/ED519572.pdf

Interesting reference to Bruner’s scaffolding theory. Author also references Bandura’s theory of self-efficacy. This is a thesis for a masters degree, with many APA mistakes and incorrect references, for example Pomaki referred to as Pomanski. The qualitative study is the phone interviewing of four teachers. There were five open-ended questions. Regardless, light falls on trouble two teachers (private school) feared regarding clearing their credentials.

 

Ingersoll, R. M. (2011, Mar). Do we produce enough mathematics and science teachers? Phi Delta Kappan, 92(6) 37-41.

Analysis of two decades of data from national surveys conducted by the US Department of Education.

Research shows that a large portion of newly prepared teachers never teach. This is known as pre-employment attrition.

What the data do show is that, contrary to conventional wisdom, our nation does produce enough qualified math and science teachers to cover both student enrollment and teacher retirement increases.

Our data show that teaching has far higher annual turnover than some higher-status or higher pay occupations (such as lawyers, engineers, architects, professors, pharmacists), about the same turnover as police, but less turnover than some lower status lines of work (such as correctional officers, childcare workers, secretaries).

Worthy Quote: 33,000 math and science teachers left teaching after the 2008 school year.

 

Johnson, M. (2011, March). The inside scoop on retaining new teachers. Principal Leadership, 11(7), 61-63.

“This example is small scale, anecdotal, and a long way from being official research, but that doesn’t mean valid lessons can’t be drawn from it.”

 

Pirkle, S. F.(2011). Stemming the tide: Retaining and supporting science teachers. Science Educator, 20(2), 42-46.