The effects of a mathematics and science, innovative teacher induction program on novice teacher retention

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dc.contributor.advisorPetrosino, Anthony J. (Anthony Joseph), 1961-en
dc.creatorCid, Christina Ramseyen
dc.date.accessioned2016-02-09T21:18:50Zen
dc.date.accessioned2018-01-22T22:29:28Z
dc.date.available2016-02-09T21:18:50Zen
dc.date.available2018-01-22T22:29:28Z
dc.date.issued2006-05en
dc.description.abstractAccording to the No Child Left Behind Act, all teachers have to be highly qualified by the end of the 2005-2006 school year. High rates of mathematics and science teacher attrition makes reaching the goal of having highly-qualified teachers in each classroom quite challenging. High teacher attrition rates negatively impact students, teachers, schools, and school districts. The purpose of this study is to analyze the effects of The Center for New Teacher Success (the Center), a math and science teacher induction program, on novice mathematics and science teacher retention in a large, urban school district. Independent sample t-test were conducted to determine if there was a difference in retention rates between novice teachers served by the Center and retention rates for the District. Results indicate that Center participants remained teaching in the District at significantly higher levels than non-participants (p=.05). Multivariate logistic regression was used to determine if there was a difference in factors of novice teachers served by the Center that returned after their first year of teaching and those that left during and after their first year. Results indicate the largest increase in likelihood that a teacher would return for their second year of teaching was meeting with a Master Teacher at least nine times throughout the course of the year. Survey analysis was used to assess which aspects of the Center that participants felt were beneficial to their teaching practices. Center participants reported beneficial aspects of the Center include receiving individualized support from Master Teachers, participating in professional development opportunities, and the availability of teaching resources. Through the implementation of thorough induction programs, new teachers will remain in the profession longer, allowing them to further develop the skills and knowledge needed to reach proficiency and maximize student performance.en
dc.description.departmentScience and Mathematics Educationen
dc.format.mediumelectronicen
dc.identifierdoi:10.15781/T2GM3Ren
dc.identifier.urihttp://hdl.handle.net/2152/32939en
dc.language.isoengen
dc.relation.ispartofUT Electronic Theses and Dissertationsen
dc.rightsCopyright © is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.rights.restrictionRestricteden
dc.subjectTeacher retentionen
dc.subjectTeacher successen
dc.subjectNew teachersen
dc.titleThe effects of a mathematics and science, innovative teacher induction program on novice teacher retentionen
dc.typeThesisen
dc.type.genreThesisen

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