The Relationship of the Turnover of Teachers and College Training

The Relationship of the Turnover of Teachers and College Training

Date: August 1939
Creator: Boren, Clyde
Description: A study to determine whether there is any relationship between teacher training and college training, between turnover of teachers and departmental training, and between grade point average, honor society students, and turnover of teachers.
Contributing Partner: UNT Libraries
How the Senior Colleges of Texas are Meeting their Student-Teaching Problems

How the Senior Colleges of Texas are Meeting their Student-Teaching Problems

Date: 1941
Creator: Hawkins, James V.
Description: The purpose of this study was to discover how the senior colleges of Texas are meeting their student-teaching problems.
Contributing Partner: UNT Libraries
Attrition rates of teachers trained in alternative teacher certification programs, those trained in the centers for the professional development of teachers, and those trained in traditional university programs.

Attrition rates of teachers trained in alternative teacher certification programs, those trained in the centers for the professional development of teachers, and those trained in traditional university programs.

Access: Use of this item is restricted to the UNT Community.
Date: May 2002
Creator: Harris, Steven A.
Description: This study uses teacher employment data provided by the State Board for Educator Certification to examine the similarities and differences between initial employment and attrition rates of teachers trained in three prevalent types of Texas teacher preparation programs; alternative certification programs (ACP), the centers for professional development of teachers (CPDT), and traditional certification programs (TCP). The population for the study includes all Texas teachers who completed training in these programs in 1995, 1996, and 1997. The study found that ACP participants gain employment as Texas public school teachers at a significantly higher rate than their CPDT and TCP trained peers in year-one after completion of their training. However, ACP completers experience higher attrition rates in each of the subsequent years investigated. The study concludes that the overall cumulative attrition rate of new teachers trained in these programs is not as pronounced as originally presumed, but that low production levels cannot keep up with the growing demand for new teachers. Teacher preparation program leaders must seek ways to recruit and train more teachers.
Contributing Partner: UNT Libraries
A survey of mentor/mentee activities in beginning teacher induction programs in Region XI

A survey of mentor/mentee activities in beginning teacher induction programs in Region XI

Date: May 2000
Creator: Wright, Telena
Description: The recruitment and retention of teachers demand attention with estimates of two million new teachers needed in the next decade. Hiring under qualified teachers necessitates adequate induction programs. Development of a recommendation for a teacher induction program comprises the purpose of the study. The recommended induction and support program addresses the activities perceived as valuable by both mentors and mentees. The researcher describes the mentor programs currently in place in Region XI in northern Texas by surveying the mentors and mentees; of particular relevance is a determination and description of the program model in place. Data sources include the literature review and information obtained from Region XI mentors/mentees. Data shows the model in Region XI is primarily a colleague model. Mentors and mentees are matched for grade level, content area and physical proximity. Three of the most frequently occurring activities are in the category emotional support, three in logistical concerns, two in systems information, one in student management, and one in instructional support. Mentees believe those activities associated with classroom management and organization and developing confidence and self-esteem are most important. Mentors concur. Specific recommendations for structuring a comprehensive beginning teacher induction and support program include reexamining the program currently ...
Contributing Partner: UNT Libraries
Laying the foundation for successful non-academic writing: Professional communication principles in the K-5 curricula of the McKinney Independent School District.

Laying the foundation for successful non-academic writing: Professional communication principles in the K-5 curricula of the McKinney Independent School District.

Date: December 2009
Creator: TreviƱo, Marlea
Description: Traditionally, K-5 students' writing has had a primarily academic aim-to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice-over the long period of time mastery requires-the non-academic writing skills they will be required to use as part of their jobs and in their civic life. Based on a limited K-5 study, Texas' McKinney Independent School District is doing a good job of preparing students at the elementary-school level in the areas of collaboration and presentation. A fair job of helping elementary-school students understand the communication situation, define audience, clarify purpose, gather and evaluate resources, and test usability. [And] a poor job of helping elementary-school students with analysis and organization. With their teachers' help, K-5 students eventually grasp the communication situation and can broadly identify their audience and purpose, but they do not appear to select words, format, communication style, or design based on that audience and purpose. Their writer-based focus affects their presentations as well, although they do present frequently. If teachers routinely incorporated audience and purpose considerations into every aspect of communication assignments (format, communication style, design), students would be better prepared for ...
Contributing Partner: UNT Libraries
A Study of the Texas Supervisor of Secondary Student Teachers

A Study of the Texas Supervisor of Secondary Student Teachers

Date: August 1968
Creator: Barnett, John B.
Description: The problem of this study was to determine the status and practices of supervisors of secondary student teachers in Texas colleges and universities and to compare these practices with those practices recommended by national authorities in the field of student teaching.
Contributing Partner: UNT Libraries