Journal article
Patterns in the Initial Teaching Assignments of Secondary English Teachers: Implications for Teacher Agency and Retention
The New educator, Vol.13(1), pp.22-40
01/02/2017
DOI: 10.1080/1547688X.2016.1144119
Abstract
This study examined the teaching assignments of English teachers in 13 Mid-Atlantic high schools across five states. Data on the experience levels of 175 English teachers teaching 246 classes and surveys from 85 teacher participants were collected. Findings reveal that major agency-thwarting challenges face new English teachers: They typically are assigned to teach the students who need the most assistance, do not have their own classrooms and believe that teacher tracking occurs in their schools. Results suggest that in order to increase teacher agency, retention, and student learning, we must shift the working conditions, rhetoric, and culture around new teachers.
Details
- Title: Subtitle
- Patterns in the Initial Teaching Assignments of Secondary English Teachers: Implications for Teacher Agency and Retention
- Creators
- Deborah Bieler - University of DelawareStephen Holmes - Virginia TechEdward W. Wolfe - Virginia Tech
- Resource Type
- Journal article
- Publication Details
- The New educator, Vol.13(1), pp.22-40
- DOI
- 10.1080/1547688X.2016.1144119
- ISSN
- 1547-688X
- eISSN
- 1549-9243
- Publisher
- Routledge
- Number of pages
- 19
- Grant note
- University of Delaware (10.13039/100006094)
- Language
- English
- Date published
- 01/02/2017
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9985123941302771
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