東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Does the Mode of Entry into Teaching...

Ogundimu, Charles Olufemi.

Linked to FindBook

Google Book

Amazon

博客來

Does the Mode of Entry into Teaching Matter in Teacher Retention? A Discrete-Time Survival Analysis Modeling of New York City Public School Teachers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Does the Mode of Entry into Teaching Matter in Teacher Retention? A Discrete-Time Survival Analysis Modeling of New York City Public School Teachers./
Author:	Ogundimu, Charles Olufemi.
Description:	270 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619174
ISBN:	9781303879210

Does the Mode of Entry into Teaching Matter in Teacher Retention? A Discrete-Time Survival Analysis Modeling of New York City Public School Teachers.
Ogundimu, Charles Olufemi.

Does the Mode of Entry into Teaching Matter in Teacher Retention? A Discrete-Time Survival Analysis Modeling of New York City Public School Teachers. - 270 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Columbia University, 2014.

This dissertation examines whether the mode of entry into K-12 public school teaching has any implications on teacher retention. Teacher retention is important because it is an important precursor to teacher quality, which has been shown to positively impact student performance. However, teacher turnover can seriously threaten teacher retention. Additionally, teacher turnover is associated with serious economic and non-economic costs. To this end, it may benefit schools and school districts to pay particular attention to hiring and retaining their teachers, especially the quality ones, for the long haul. Current teacher labor markets literature is deficient in serious analytical frameworks for understanding longitudinal cohort retention comparisons of traditional and nontraditional teachers, as well as analysis of quit behaviors that focus on when a teacher is at the greatest risk of quitting. My research endeavors to bridge this gap. Using a large-scale administrative data set comprising cohorts of traditional and nontraditional teachers from the New York City Department of Education (NYCDOE), I used discrete-time survival analysis modeling, specifically, the Cox Proportional Hazards (PH) model, to analyze the quit and retention patterns of cohorts of teachers from traditional and nontraditional sources over a six-year period. I found similar retention patterns between the two groups with notable peculiar patterns for the nontraditional group. The data suggests that entry routes into K-12 public school teaching, the year of entry into teaching, individual age, sex, ethnicity, subject taught, and school level can be important predictors of retention.

ISBN: 9781303879210Subjects--Topical Terms:

1019158
Education, General.

Does the Mode of Entry into Teaching Matter in Teacher Retention? A Discrete-Time Survival Analysis Modeling of New York City Public School Teachers.
LDR:02650nam a2200289 4500 001 1962443
005 20140805141059.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303879210
035 $a (MiAaPQ)AAI3619174
035 $a AAI3619174
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ogundimu, Charles Olufemi. $3 2098521
245 1 0 $a Does the Mode of Entry into Teaching Matter in Teacher Retention? A Discrete-Time Survival Analysis Modeling of New York City Public School Teachers.
300 $a 270 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Thomas Bailey.
502 $a Thesis (Ph.D.)--Columbia University, 2014.
520 $a This dissertation examines whether the mode of entry into K-12 public school teaching has any implications on teacher retention. Teacher retention is important because it is an important precursor to teacher quality, which has been shown to positively impact student performance. However, teacher turnover can seriously threaten teacher retention. Additionally, teacher turnover is associated with serious economic and non-economic costs. To this end, it may benefit schools and school districts to pay particular attention to hiring and retaining their teachers, especially the quality ones, for the long haul. Current teacher labor markets literature is deficient in serious analytical frameworks for understanding longitudinal cohort retention comparisons of traditional and nontraditional teachers, as well as analysis of quit behaviors that focus on when a teacher is at the greatest risk of quitting. My research endeavors to bridge this gap. Using a large-scale administrative data set comprising cohorts of traditional and nontraditional teachers from the New York City Department of Education (NYCDOE), I used discrete-time survival analysis modeling, specifically, the Cox Proportional Hazards (PH) model, to analyze the quit and retention patterns of cohorts of teachers from traditional and nontraditional sources over a six-year period. I found similar retention patterns between the two groups with notable peculiar patterns for the nontraditional group. The data suggests that entry routes into K-12 public school teaching, the year of entry into teaching, individual age, sex, ethnicity, subject taught, and school level can be important predictors of retention.
590 $a School code: 0054.
650 4 $a Education, General. $3 1019158
650 4 $a Economics, General. $3 1017424
650 4 $a Education, Teacher Training. $3 783747
690 $a 0515
690 $a 0501
690 $a 0530
710 2 $a Columbia University. $b TC: Economics and Education. $3 1677420
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 0054
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619174