Factors in the Selection of Secondary School Teachers

Huling, Leslie; Resta, Virginia; Mandeville, Thomas; Miller, Penny

doi:10.1177/019263659608058008

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…A second plausible explanation is that this result reflects hiring processes and socialization influences. There is work showing that principals and administrators tend to hire staff whose values, beliefs, and goals are consistent with those of the school (Huling, Resta, Mandevilla, & Miller, 1996). Further, when new staff members arrive and begin work, they are socialized to the norms of their new school through informal contact with experienced teachers (Bryk & Schneider, 2002;Lortie, 1975).…”

Section: Priorities About Discipline and Reported Teaching Practicesmentioning

confidence: 99%

Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach

Rimm‐Kaufman¹,

Sawyer²

2004

The Elementary School Journal

241

119

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In this study we examined the ways in which experience with a relational approach to education, the Responsive Classrootn (RC) Approach, related to teachers' beliefs, attitudes, and teaching priorities. Questionnaire and Q-sort data were collected for a sample of 69 teachers in grades kindergarten through 3 at 6 schools (3 schools in their first year of RC implementation and 3 comparison schools) in a district with a diverse student body (54% ethnic minorities, 35% eligible for free or reduced-price lunch). Findings showed that teachers who reported using more RC practices reported greater self-efficacy beliefs and teaching practice priorities that were consistent with those of the RC approach. Teachers at RC schools were also more likely to report positive attitudes toward teaching as a profession and to hold disciplinary and teaching practice priorities that were aligned with the goals of the RC approach. Findings are discussed in relation to the teacher and school changes that accompanied implementation of the RC approach.

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Section: Priorities About Discipline and Reported Teaching Practicesmentioning

confidence: 99%

Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach

Rimm‐Kaufman¹,

Sawyer²

2004

The Elementary School Journal

241

119

View full text Add to dashboard Cite

show abstract

“…Secondary teacher candidates typically have substantially fewer teacher education courses in their undergraduate programs, making it more difficult to adequately prepare them for the realities of the public school classroom (Huling, Resta, Mandeville, & Miller, 1996). Students who seek secondary certification tend to view themselves as subject area specialists, much as do their professors in their major and minor academic departments.…”

Section: Virginia Resta School Of Education Southwest Texas State Unmentioning

confidence: 99%