Clay Burell's personal annotations on this page
Cburell bookmarked
on 2009-05-22
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Literature Review: Research shows that close to thirty percent of new teachers leave teaching within three years and nearly fifty percent quit before five years; most shocking is that fifteen percent leave the profession in the first year (Ingersoll, 2002; Ingersoll & Smith, 2003). Linda Darling-Hammond (2003), citing a Texas study showing that teacher turnover costs the state around $329 million a year, reiterated, “early attrition bears enormous costs” (p. 8).
Literature over the last twenty years (see, for example, Harrell, Leavell,
vanTassel, & McKee, 2004; McCann, Johannessen, & Ricca, 2005; Valli, 1992; Veenman, 1984) consistently show that areas such as planning, handling paperwork, teaching diverse students, and managing classroom discipline affect beginning teachers’ feelings of efficacy and their desire to remain in the profession (Walsdorf & Lynn, 2002). Harrell et al. (2004), through a five-year study of teacher attrition, found that the top four reasons for leaving the profession were salary, discipline problems with students, leaving to raise a family, and problems with parents. Factors that would influence “leavers’” decision to come back included increased salary, administrative support, and better
This link has been bookmarked by 1 people . It was first bookmarked on 22 May 2009, by Clay Burell.
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Literature Review: Research shows that close to thirty percent of new teachers leave teaching within three years and nearly fifty percent quit before five years; most shocking is that fifteen percent leave the profession in the first year (Ingersoll, 2002; Ingersoll & Smith, 2003). Linda Darling-Hammond (2003), citing a Texas study showing that teacher turnover costs the state around $329 million a year, reiterated, “early attrition bears enormous costs” (p. 8).
Literature over the last twenty years (see, for example, Harrell, Leavell,
vanTassel, & McKee, 2004; McCann, Johannessen, & Ricca, 2005; Valli, 1992; Veenman, 1984) consistently show that areas such as planning, handling paperwork, teaching diverse students, and managing classroom discipline affect beginning teachers’ feelings of efficacy and their desire to remain in the profession (Walsdorf & Lynn, 2002). Harrell et al. (2004), through a five-year study of teacher attrition, found that the top four reasons for leaving the profession were salary, discipline problems with students, leaving to raise a family, and problems with parents. Factors that would influence “leavers’” decision to come back included increased salary, administrative support, and better
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