Finding a name for what they want: a study of New York City's Teaching Fellows

Costigan, Arthur T.

doi:10.1016/j.tate.2003.10.003

Cited by 25 publications

(35 citation statements)

References 26 publications

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“…While schools of education have a big enough challenge preparing new teachers for their instructional roles, we argue that teacher educators must better inform and support new teachers in small schools so that they are able to carry out an entire range of responsibilities effectively. The literature demonstrates emphatically that support is central to teacher retention (Costigan 2004(Costigan , 2005Flores 2006;Sparks and Keiler 2003). Current structures of mentorship, administration and leadership, and summer retreats do not adequately prepare and support new teachers to thrive in urban small schools.…”

Section: Discussionmentioning

confidence: 99%

“…While states and policymakers look carefully at these reports (see New York State Educations Department 2006), recent studies on New York (see Boyd et al 2005Boyd et al , 2006 have been large-scale and quantitative in design, leaving hidden a deeper understanding of why individuals and groups of teachers stay or leave. While there have been explorations of the experiences of new teachers in urban schools, few studies deeply analyze articulations of both the problems and the promise of being an alternatively certified teacher (Costigan 2004(Costigan , 2005. Furthermore, none explore the experiences of these teachers as they march into alternative schools, specifically small schools (Keiler and Carter 2007), where ''small schools'' refers to schools engaged in a particular reform movement as opposed to ones that merely happen to have few students.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Pigge and Marso 1997;Scherer 2003;Baker and Smith 1997;Ness 2001;McCormack and Thomas 2003). Research indicates that teachers leave the profession when they are frustrated with the conditions of their work (Ingersoll 2001;Costigan 2004Costigan , 2005, and when they feel isolated in their work (Kardos and Johnson 2007). Costigan (2005) has noted that alternative certification programs appear far more concerned with getting teachers into the system than with finding out what makes them want to stay.…”

Section: Urban Teacher Recruitment and Retentionmentioning

confidence: 99%

“…Costigan (2005) has noted that alternative certification programs appear far more concerned with getting teachers into the system than with finding out what makes them want to stay. His and other studies have cited sources of stress such as lack of administrator support as causes for teachers leaving the profession (Costigan 2004(Costigan , 2005Flores 2006;Sparks and Keiler 2003).…”

Section: Urban Teacher Recruitment and Retentionmentioning

confidence: 99%

“…This unawareness about the philosophies and practices of small schools is concerning and can lead to radical misconceptions about responsibilities and workload. Further, the lack of insight is likely to lead to the types of frustrations that cause teachers to leave the profession (Ingersoll 2001;Costigan 2004;Humphrey et al 2008). Another unanticipated finding of this study was the conflict between the stated mission of the small schools movement and the testing pressures experienced by administrators, teachers, and students in the schools represented in this study.…”

Section: New Teachers Are Not Familiar With Small Schools Contextsmentioning

confidence: 99%

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Alternatively Certified Teachers in Urban Small Schools: Where Policy Reform Meets the Road

Carter

Keiler

2009

Urban Rev

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In this study we explore the experiences of new teachers in urban schools at the intersection of three major policy agendas-alternative certification, new teacher retention, and the small schools movement. We examine alternatively certified teachers' perceptions of the rewards and challenges of teaching in small schools, the support neophyte teachers seek and receive in these unique educational settings, and the reality of small school implementation in a modern urban environment. The findings have implications for policy-makers, urban school reformers, teacher educators and professional developers, administrators and teachers working to create and implement effective policy for twenty-first century urban schools.

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Section: Discussionmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Urban Teacher Recruitment and Retentionmentioning

confidence: 99%

Section: Urban Teacher Recruitment and Retentionmentioning

confidence: 99%

Section: New Teachers Are Not Familiar With Small Schools Contextsmentioning

confidence: 99%

See 3 more Smart Citations

Alternatively Certified Teachers in Urban Small Schools: Where Policy Reform Meets the Road

Carter

Keiler

2009

Urban Rev

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Navigating role forces and the aesthetic|authentic caring dialectic: a novice urban science teacher’s developmental trajectory

Maulucci

2009

Cult Stud of Sci Educ

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Examining role forces and resources available to new teachers is crucial to understanding how teachers use and expand cultural, social, and symbolic resources and how they engage teaching for social justice and caring in urban science education. This critical narrative inquiry explores three levels of story. First, the narratives explore my role as a district science staff developer and my efforts to leverage district resources to improve students' opportunities to learn science. Second, the narratives explore the ways in which a novice science teacher, Tina, navigated role forces and the aesthetic|authentic caring dialectic in a high poverty, urban school. A third level of narrative draws on sociological theories of human interaction to explore role forces and how they shaped Tina's developmental trajectory. I describe how Tina expanded cultural, social, and symbolic resources to enact her teaching role.

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The Associations of Teacher Professional Characteristics, School Environmental Factors, and State Testing Policy on Social Studies Educators’ Instructional Authority

Hong

Hamot

2015

The Journal of Social Studies Research

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Knowledge of pedagogy and social studies content influences a teacher's decision making and helps teachers conduct sound instructional practices despite the influence of high-stakes testing policies. Using national data from the Survey of the Status of Social Studies (S4), this study examined the associations of teachers’ professional characteristics, school environmental factors, and state testing policy on self-reported levels of authority that secondary level social studies teachers (grades 6–12) hold over key classroom tasks. Through hierarchical multiple regression analysis, key findings from this study indicated that greater minority enrollments are associated with lower levels of instructional authority. Teachers who worked in states where a state-mandated social studies test was administered reported less freedom to choose what to teach and how to teach than those in non-testing states. Also, this study showed that in-field status, the type of licensure, and years of teaching experience are important factors in exercising social studies teachers’ instructional authority (e.g., their ability to balance effectively the demands of state-mandated reforms with teaching for meaningful student learning). This study recommends that schools with high minority enrollments, especially if these districts exist in a high stakes testing environment, should invest in teachers with high-quality social studies preparation.

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Finding a name for what they want: a study of New York City's Teaching Fellows

Cited by 25 publications

References 26 publications

Alternatively Certified Teachers in Urban Small Schools: Where Policy Reform Meets the Road

Alternatively Certified Teachers in Urban Small Schools: Where Policy Reform Meets the Road

Navigating role forces and the aesthetic|authentic caring dialectic: a novice urban science teacher’s developmental trajectory

The Associations of Teacher Professional Characteristics, School Environmental Factors, and State Testing Policy on Social Studies Educators’ Instructional Authority

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