Greener than ever? A look at the newest teachers in our public schools

2021 ◽  
Vol 103 (3) ◽  
pp. 8-12
Author(s):  
Christopher Redding ◽  
Tuan D. Nguyen
Keyword(s):  
Public Schools ◽  
Teacher Attrition ◽  
Students Of Color ◽  
Subject Area ◽  
Experienced Teachers ◽  
First Year ◽  
First Year Teachers ◽  
Education Levels ◽  
Nationally Representative ◽  
Racial Ethnic

Drawing on nationally representative data from the 1988 to 2018 school years, the authors provide an overview of some of the key changes in the characteristics of first-year teachers in the U.S., including racial/ethnic identity, education levels, subject area, and certification status. The data also show that new teachers have become increasingly more likely, compared to experienced teachers, to work in schools with a greater fraction of students of color, which has consequences for equitable teacher assignments and teacher attrition.

scholarly journals Challenges for New Teachers and Ways of Coping with Them

2017 ◽  
Vol 6 (3) ◽  
pp. 265 ◽  
Author(s):  
Samantha L. Dias-Lacy ◽  
Ruth V. Guirguis
Keyword(s):  
Qualitative Research ◽  
Administrative Support ◽  
Experienced Teachers ◽  
Mentoring Programs ◽  
First Year ◽  
First Year Teachers ◽  
Ways Of Coping ◽  
First Year Teacher ◽  
The Impact ◽  
Research Analysis

The first year of a teacher’s career can determine their longevity within the field of education. The issues of first year teachers were analyzed through a grounded theory qualitative research analysis. The results of this study indicate that a first year teacher may feel stress, lack appropriate support, and may feel unprepared to handle behavioral and academic issues among their students. Based on the literature review, the implementation of mentoring programs between new and experienced teachers not only benefited novice teachers but guided them to cope and face the anxieties during the first year in the classroom. Further implications are presented in the regarding some mentoring programs and the impact for first year teachers when not implemented due to limited funding and/or lack of administrative support.

College Students’ Sense of Belonging: A National Perspective

2019 ◽  
Vol 49 (2) ◽  
pp. 134-137 ◽  
Author(s):  
Maithreyi Gopalan ◽  
Shannon T. Brady
Keyword(s):  
College Students ◽  
Psychological Factors ◽  
Sense Of Belonging ◽  
First Generation ◽  
Well Being ◽  
First Year ◽  
Nationally Representative ◽  
National Perspective ◽  
Students Success ◽  
Racial Ethnic

In a nationally representative sample, first-year U.S. college students “somewhat agree,” on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students’ success and well-being.

scholarly journals THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS

2021 ◽  
Author(s):  
Xiaotian Han ◽  
Keyword(s):  
Teacher Identity ◽  
Primary Schools ◽  
Experienced Teachers ◽  
First Year ◽  
Public School Teachers ◽  
First Year Teachers ◽  
School Teachers ◽  
Qualified Teachers ◽  
Professional Teacher ◽  
Teaching Programs

First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.

The Myth of Colorblindness

2017 ◽  
pp. 77-99
Author(s):  
Stephanie R. Logan
Keyword(s):  
Native American ◽  
Public Schools ◽  
Students Of Color ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally Competent ◽  
Cultural Conflicts ◽  
Near Future ◽  
Racial Ethnic

The United States is becoming a more racially, ethnically, and linguistically diverse nation. More specifically, in public schools, students of color and those of Native American ancestry are anticipated to represent the majority of the student population in the near future. In contrast to the change in student demographics, the majority of classroom teachers remain White and monolingual. The differences in racial, ethnic, and linguistic experiences of the student and teacher populations could create cultural conflicts between the two groups. In response, this endeavor is purposed to provide an instructional framework for teacher educators who are tasked with preparing culturally competent teachers for increasingly multicultural classrooms.

The Myth of Colorblindness

2021 ◽  
pp. 210-232
Author(s):  
Stephanie R. Logan
Keyword(s):  
Native American ◽  
Public Schools ◽  
Students Of Color ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally Competent ◽  
Cultural Conflicts ◽  
Near Future ◽  
Racial Ethnic

The United States is becoming a more racially, ethnically, and linguistically diverse nation. More specifically, in public schools, students of color and those of Native American ancestry are anticipated to represent the majority of the student population in the near future. In contrast to the change in student demographics, the majority of classroom teachers remain White and monolingual. The differences in racial, ethnic, and linguistic experiences of the student and teacher populations could create cultural conflicts between the two groups. In response, this endeavor is purposed to provide an instructional framework for teacher educators who are tasked with preparing culturally competent teachers for increasingly multicultural classrooms.

A Kindergarten Teacher Like Me

2017 ◽  
Vol 54 (1_suppl) ◽  
pp. 78S-101S ◽  
Author(s):  
Adam Wright ◽  
Michael A. Gottfried ◽  
Vi-Nhuan Le
Keyword(s):  
Problem Behaviors ◽  
Students Of Color ◽  
Approaches To Learning ◽  
Ethnically Diverse ◽  
Self Control ◽  
Social Emotional ◽  
Teacher Diversity ◽  
Nationally Representative ◽  
Internalizing Problem ◽  
Racial Ethnic

Our nation’s classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers’ ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have different social-emotional ratings when they had a teacher whose racial/ethnic group was the same as their own. We found that having a teacher of the same race was unrelated to teachers’ ratings of children’s internalizing problem behaviors, interpersonal skills, approaches to learning, and self-control. However, students whose teachers’ race/ethnicity matched their own had more favorable ratings of externalizing behaviors. Results are discussed in terms of implications for school disciplinary policies.

A Statistic’s Five Years: A Story of Teacher Attrition

2017 ◽  
Vol 24 (8) ◽  
pp. 583-591
Author(s):  
Rebecca Raine Raab
Keyword(s):  
Public Schools ◽  
Public School ◽  
Teacher Attrition ◽  
Teacher Educators ◽  
Department Of Education ◽  
First Year ◽  
Public School Teachers ◽  
School Teachers ◽  
K 12

The author is one of the almost 50% of beginning U.S. public school teachers who leave the profession within 5 years (Ingersol, 2003; Scherff, 2008). The first year she left teaching, 2012-2013, she became part of the 7% who exited the profession that year (U.S. Department of Education, 2014). Teacher educators use attrition statistics often without knowing the stories behind the numbers. Rebecca is a statistic, and this is her story in five poems, which span 5 years teaching in public schools. She uses poetry to explore her statistical meaning, following the footsteps of others who use poetry and narrative to explore their own stories (Limes-Taylor, 2014; Pelias, 2011; Spry, 2011). She also writes this for those teachers, like herself, who loved their students, but could no longer remain within the K-12 system.

Former Teachers Who Return to Public Schools: District and Teacher Characteristics of Teachers Who Return to the Districts They Left

1995 ◽  
Vol 17 (4) ◽  
pp. 462-475 ◽  
Author(s):  
Barbara Q. Beaudin
Keyword(s):  
Public Schools ◽  
School Districts ◽  
State Level ◽  
Subject Area ◽  
Teacher Characteristics ◽  
The State ◽  
First Year ◽  
Educational Funding ◽  
Former Teachers ◽  
One Year

This is a companion article to “Teachers Who Interrupt Their Careers: Characteristics of Those Who Return to the Classroom” ( Beaudin, 1993a ). The research summarized in the prior article was directed at understanding the composition of the teacher “reserve pool” at the state level. It examined teacher characteristics, experience, subject-area specialty, and opportunity costs that distinguished teachers who returned to public schools in Michigan from those who did not. In the following article, the analysis is conducted at the district level. Using maximum likelihood logistic regression analysis, district and teacher characteristics are identified that differentiate teachers who return to the districts they left from those who return to other public school districts in the state. The findings show teachers return to the districts they left if the districts paid higher first-year salaries and had higher levels of educational funding and higher pupil-teacher ratios than other districts in the state. More experienced teachers who interrupted their careers for one year, females, older, and Black teachers were more likely to return to the districts they left than to other school districts.

Rookie Mistakes: The Interplay of Teacher Experience and Racial Representation

2019 ◽  
Vol 48 (7) ◽  
pp. 421-437
Author(s):  
Katie Vinopal ◽  
Stephen B. Holt
Keyword(s):  
Black Students ◽  
Students Of Color ◽  
Black Teachers ◽  
Teaching Profession ◽  
First Year ◽  
Teachers Perceptions ◽  
Expectations Gap ◽  
Improve Student Achievement ◽  
Nationally Representative ◽  
One Year

A growing body of research has documented the important benefits teachers of color bring to students of color, including higher expectations. Separately, researchers have shown that teachers improve student achievement with increasing effectiveness over their careers. We bridge these two streams of research by examining the extent to which teachers’ perceptions of racially dissimilar students vary by experience in the teaching profession. Using nationally representative data, we show that while the expectations gap between non-Black and Black teachers regarding Black students’ academic potential persists regardless of experience, the gap is much larger among first year teachers. We demonstrate that non-Black teachers with more than one year of experience have higher expectations of Black students than non-Black rookie teachers, and perhaps surprisingly, Black teachers with more than one year of experience have lower expectations of Black students compared to rookie Black teachers. We do not find such results for Latino/a students. We discuss the implications of these results for both research and practice.

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