Initial Choices: Promising to Teach

2017 ◽  
Vol 119 (14) ◽  
pp. 1-22 ◽  
Author(s):  
Judy Randi ◽  
Karen Zumwalt
Keyword(s):  
Demographic Characteristics ◽  
The State ◽  
Alternate Route ◽  
Secondary English ◽  
Teaching Career ◽  
Math Teachers ◽  
Motivational Influences ◽  
Teacher Workforce ◽  
New Recruits

This article explores the motivations of the 25 exemplar elementary, secondary English, and secondary math teachers at the time they chose to enter teaching either through New Jersey's alternate route (AR) program or college-based (CB) programs in the state. The article presents data that reveal these teachers’ underlying reasons for embarking on a teaching career and the circumstances that led them to a particular pathway. Their reasons for choosing teaching as a career are characterized on a continuum from passion (altruism) to pragmatism (practical considerations). The article then compares demographic characteristics and motivational influences of each group. Although these new recruits chose different pathways, the reasons they provided for teaching seem to characterize a changing teacher workforce rather than reveal striking differences between pathways.

Final Choices: Surveying Career Options

2017 ◽  
Vol 119 (14) ◽  
pp. 1-36
Author(s):  
Judy Randi
Keyword(s):  
Teacher Education ◽  
Career Aspirations ◽  
Alternate Route ◽  
Secondary English ◽  
Math Teachers ◽  
Retention And Attrition ◽  
Career Options ◽  
K 12 ◽  
Reasons For Staying

This article follows the 25 exemplar elementary, secondary English, and math teachers prepared in New Jersey's alternate route program (AR) or college-based programs (CB) through their 11th year. The article examines retention and attrition patterns, including moving from school to school or to education-related positions outside of K–12 classroom settings. The article presents data on teachers’ reasons for staying or leaving, including their career aspirations. The article concludes with a discussion of the findings and the implications for teacher education.

First 11 Years: 25 Exemplar Alternate Route and College-Prepared K–12 Teachers

2017 ◽  
Vol 119 (14) ◽  
pp. 1-32 ◽  
Author(s):  
Karen Zumwalt ◽  
Judy Randi ◽  
Alison Rutter ◽  
Richard Sawyer
Keyword(s):  
Longitudinal Study ◽  
School District ◽  
Teachers Of Color ◽  
Alternate Route ◽  
Secondary English ◽  
Undergraduate Major ◽  
Math Teachers ◽  
School Based ◽  
K 12

This longitudinal study follows 25 exemplar elementary, secondary English, and math teachers prepared in New Jersey's alternate route program (AR) or college-based programs (CB) for 11 years. Half of the AR and CB teachers entered teaching in their early/mid 20s; the others were older beginners. The 12 AR teachers included four males and three teachers of color; all 13 CB teachers were White females. Initial and subsequent teaching placements were critical in what teachers learned and how long they stayed in a particular job and in teaching. Four AR teachers’ placements did not match their stated interest or undergraduate major. Quantity and quality of supervision varied for AR teachers. Five AR teachers, but no CB teachers, began teaching in low-wealth districts. Ten CB and two AR teachers taught in the same school district for the first six years. Six-year retention was 25% for AR teachers and 85% for CB teachers. Eleven-year retention was 42% for AR and 62% for CB. No AR math teacher lasted more than four years. Age at entry, match between setting and teacher, and classroom focus were related to retention. Considering those with school-based administrative jobs, jobs supporting K–12, and those on child leave breaks, CB retention was 100%, and AR retention was 67%, including all entering teachers of color.

Teacher Choices: Teacher Development

2017 ◽  
Vol 119 (14) ◽  
pp. 1-32
Author(s):  
Alison Rutter
Keyword(s):  
Teacher Development ◽  
Reform Movements ◽  
Alternate Route ◽  
Secondary English ◽  
Math Teachers ◽  
History Of ◽  
The Individual ◽  
Individual Choices ◽  
The Impact ◽  
Initial Choice

This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and math teachers who were still teaching 10-plus years after they entered teaching, either through New Jersey's alternate route (AR) program or college-based (CB) programs in the state. By examining the history of teacher development reform movements affecting the careers of these teachers and the ways in which these exemplar teachers chose to build their careers, two case studies are drawn to demonstrate the impact of the institution as well as the individuals’ professional motivation. The cases highlight the different professional paths and choices these teachers selected. In conclusion, the article recognizes that, rather than their initial choice of pathway, teachers’ development into mature veterans was affected most by their ongoing individual choices of professionalism, which include the effects of the institutions in which they chose to work.

Recruitment, Preparation, Placement, and Retention of Alternate Route and College-Prepared Teachers: An Early Study of a New Jersey Initiative

2017 ◽  
Vol 119 (14) ◽  
pp. 1-32
Author(s):  
Karen Zumwalt ◽  
Gary Natriello ◽  
Judy Randi ◽  
Alison Rutter ◽  
Richard Sawyer
Keyword(s):  
Public Schools ◽  
New Jersey ◽  
Urban Schools ◽  
Subject Matter ◽  
Retention Rates ◽  
Education Programs ◽  
Alternate Route ◽  
Secondary English ◽  
Math Teachers ◽  
Quality Profile

This article reviews survey findings about the recruitment, preparation, placement and retention of 315 elementary, secondary English, and math teachers prepared to enter New Jersey public schools in fall 1987, either having just completed New Jersey college-based education programs (CB) or entering through the New Jersey alternate route (AR) program. Teachers were surveyed through their sixth year of teaching. The AR program increased the number of teachers for urban and rural schools and diversified the teaching pool. AR teachers held more traditional views than those prepared in CB programs, but neither program recruited teachers with a consistently higher quality profile. Programmatic aspects (i.e., fusing of AR recruitment, preparation, and placement phases) correlated with some differing attitudes of teachers toward teaching and their programs, and qualitatively different experiences in preparing to teach. During the first two years, AR teachers were more likely to teach in urban schools, but differences diminished over the next four years. Three-year retention rates were highest for elementary and CB math teachers and lowest for AR math teachers. Six-year retention rates were highest for CB math teachers and lowest for AR math and English teachers. AR retention rates were higher for males, while CB retention rates were higher for minorities. Attitudes related to retention indicate program, subject matter, and elementary/secondary differences.

Learnings from a Longitudinal Study of New Jersey Alternate Route and College-Prepared Elementary, Secondary English, and Secondary Math Teachers

2017 ◽  
Vol 119 (14) ◽  
pp. 1-54
Author(s):  
Karen Zumwalt ◽  
Gary Natriello ◽  
Judy Randi ◽  
Alison Rutter ◽  
Richard Sawyer
Keyword(s):  
Teacher Education ◽  
New Jersey ◽  
Highly Qualified ◽  
Alternate Route ◽  
Secondary English ◽  
Math Teachers ◽  
Trade Offs ◽  
Policy Agendas ◽  
Early Cohort ◽  
Retention Of Teachers

Findings from a longitudinal survey, interview, and observational study of an early cohort of New Jersey elementary, secondary English, and secondary math teachers participating in a first-generation state alternate route initiative to address issues of supply, quality, and diversity in the teaching pool are discussed. The article explores emerging themes common to the literature on alternate routes and unique contributions of this study in relation to the recruitment, preparation, placement, and retention of teachers prepared in college-based and alternate route programs. The article ends with implications of what has been learned and still needs to be learned about different approaches in the face of the continued need for highly qualified teachers and in light of the contrasting policy agendas surrounding teacher education. Rather than the “horse-race” mentality that dominated earlier debate of alternate route vs. college-based teacher education programs, a more constructive frame considers the short term and long term trade-offs (e.g., recruitment vs. preparation, recruitment vs. retention) that arose from New Jersey's early implementation of an alternate route program.

scholarly journals Adolescent impulsiveness and use of alcohol and tobacco

2015 ◽  
Vol 5 (3) ◽  
pp. 371-382
Author(s):  
Mª del Carmen Pérez-Fuentes ◽  
José J. Gázquez ◽  
Mª del Mar Molero ◽  
Fernando Cardila ◽  
África Martos ◽  
...  
Keyword(s):  
Risk Factor ◽  
Drug Use ◽  
Detailed Analysis ◽  
Intervention Program ◽  
Ad Hoc ◽  
Demographic Characteristics ◽  
The State ◽  
Negative Consequences ◽  
Frequency Of Use ◽  
The Relationship

Adolescence is characterized by premature experimentation with new experiences and sensations. These experiences sometimes include drugs, which even though legal and socially accepted, begin to have noticeable negative consequences to the adolescent’s development. In recent years, a decrease in use of tobacco by Spanish adolescents has been observed, but not in alcohol. One of the causes of initiation in drug use is impulsive personality or behavior. Thus the purpose of this study was to analyze the relationship between impulsiveness and frequency of use of alcohol and tobacco in 822 students aged 13 to 18 years of age. The State Impulsivity Scale (SIS) and an ad hoc questionnaire on demographic characteristics and use of alcohol and tobacco were used for this. The results showed that students who stated they were users scored significantly higher on impulsivity. Thus detailed analysis of the profile of individuals with this risk factor could favor more adequate intervention program design.

scholarly journals Recreation and work in an emerging country: a combination of regulatory and motivational influences

2021 ◽  
Vol 343 ◽  
pp. 10018
Author(s):  
Hanna Shevchenko ◽  
Borys Burkynskyi ◽  
Mykola Petrushenko
Keyword(s):  
Public Space ◽  
The State ◽  
Regulatory Function ◽  
Homo Economicus ◽  
Effective Work ◽  
Role Of The State ◽  
Motivational Influences ◽  
The Government ◽  
The Individual ◽  
Vital Forces

The work can not be considered in isolation from the recreation as a process of an individual’s vital forces restoration. In emerging economies, recreational management needs an actualization at both the macro and micro levels. The purpose of the study is an analysis of the possibilities of combining the functions of regulation and motivation in the direction of increasing productivity and employment due to improved recreation. The research methodology is the Breton-Brennan-Buchanan model, within which homo economicus feels the influence from the government and adjusts the ratio of “work – leisure”. A modified view on this model is that the state is seen not only in terms of income maximization. If the collected taxes are returned to the individual, in particular in the form of qualitative recreation, then in this case the demotivation in the form of non-effective work is reduced. The paper substantiates the directions of recreational sphere activation in Ukraine, namely in relation to: increasing the motivational role of the state, along with its exclusively regulatory function; participation of enterprises in the processes of discussion and implementation of measures relevant to improving the quality of the recreational environment and infrastructure within the framework of public space renovation.

scholarly journals Mineralogical Code in Russian Color Names

2021 ◽  
pp. 42-65
Author(s):  
Yu. A. Griber
Keyword(s):  
Demographic Characteristics ◽  
The State ◽  
Russian Language ◽  
Professional Experience ◽  
Second Stage ◽  
Russian Speakers ◽  
Frequency Of Use ◽  
Two Stages ◽  
Comprehensive Study ◽  
Modern Russian

The results of a comprehensive study of color names derived from the names of colored stones in the system of color names of the modern Russian language are presented in the article. The research was conducted in 2018-2020 in two stages using the methods of content analysis and an online psycholinguistic experiment. At the first stage, the state of the semantic group of names of colored stones, potential objects-referents of color names, was assessed by analyzing four different groups of sources: specialized dictionaries of colored stones, dictionaries of color, individual author's dictionaries of color names and explanatory dictionaries of the modern Russian language. At the second stage, the state of the color terms formed from the names of colored stones in the active vocabulary of modern Russian speakers was investigated on the basis of data from an online psycholinguistic experiment, in which 2,457 people aged 16 to 95 took part. The results of a comparative analysis of the lists of colored stones-prototypes of color names in the passive and active dictionaries of the speakers of the modern Russian language are presented. The scope of denotation and the function of color names derived from the names of colored stones are considered. Particular attention is paid to the analysis of the derivative productivity of the names of referent objects of the studied class and the frequency of use of individual color names in the responses of Russian speakers with different socio-demographic characteristics (gender, age, professional experience).

Geographic Distribution of Undocumented Immigrants: Estimates of Undocumented Aliens Counted in the 1980 Census by State

1984 ◽  
Vol 18 (3) ◽  
pp. 642-671 ◽  
Author(s):  
Jeffrey S. Passel ◽  
Karen A. Woodrow
Keyword(s):  
Geographic Distribution ◽  
District Of Columbia ◽  
State Level ◽  
Population Based ◽  
Demographic Characteristics ◽  
The State ◽  
Census Count ◽  
Immigration And Naturalization Service ◽  
Resident Alien ◽  
National Estimates

This article presents estimates of the number of undocumented aliens counted in the 1980 census for each state and the District of Columbia. The estimates, which indicate that 2.06 million undocumented aliens were counted in the 1980 census, are not based on individual records, but are aggregate estimates derived by a residual technique. The census count of aliens (modified somewhat to account for deficiencies in the data) is compared with estimates of the legally resident alien population based on data collected by the Immigration and Naturalization Service in January 1980. The final estimates represent extensions to the state level of national estimates developed by Warren and Passel (1984). Estimates are developed for each of the states for selected countries of birth and for age, sex, and period of entry categories. The article describes the origins of the undocumented alien population, as well as some of their demographic characteristics. Some of the implications of the numbers and distribution of undocumented aliens are also discussed.

Understanding teacher supply: Where do online Initial Teacher Education students fit?

2017 ◽  
Vol 61 (1) ◽  
pp. 88-100 ◽  
Author(s):  
Daniel Edwards ◽  
Paul Weldon
Keyword(s):  
Teacher Education ◽  
Workforce Planning ◽  
The State ◽  
Initial Teacher Education ◽  
Education Students ◽  
Significant Group ◽  
Online Delivery ◽  
Teacher Supply ◽  
Supply Planning ◽  
Teacher Workforce

Curriculum delivery in higher education is changing rapidly, notably in the area of online delivery. Initial Teacher Education (ITE) in Australia is no exception to this, and this article explores this growth with a particular focus on its implications for workforce planning for teachers. In this planning in Australia, ITE students are usually considered part of the ‘supply pipeline’ for the state in which their university is located. However, with online delivery, students could potentially be enrolled on the other side of the country (or the world) from the physical location of their institution. The data presented here show that of the growing cohort of external ITE graduates, a small but significant group resides outside of the state in which their institution of enrolment is located. This exploration of data highlights some new evidence which has consequences for teacher supply planning and offers insight to inform future teacher workforce projections.

Sign in / Sign up

Export Citation Format

Share Document