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ERIC Number: ED341653
Record Type: RIE
Publication Date: 1990-Oct
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Longitudinal Examination of Teaching Potential, Career Paths, and Teacher Retention of Teacher Education Graduates. Overview.
Warren, Richard D.
A follow-up study of teacher education graduates was carried out for the purpose of evaluating, improving, and modifying programs for the preparation of educational personnel. An extension of a longitudinal study being conducted at Iowa State University, this component addresses the following basic concerns: (1) the quality of the program; (2) the effectiveness of the program in providing the basic learning experiences that lead to successful job performance; (3) the sensitivity of the program to supply and demand factors; (4) factors influencing current employment situations; and (5) the importance and adequacy of the content of teacher preparation programs. Other information includes graduates' employment history, personal characteristics, and demographic variables such as age, sex, and place of residence. Of the 3,867 teacher education graduates (from Spring 1980 through Summer 1989), 3,420 received questionnaires, and 2,274 (66.5%) completed and returned them. Participants in the study completed questionnaires at graduation, and at 1 year and 5 years following graduation. Of all graduates from Spring 1980 through 1983-1984, 36 to 39% returned all three questionnaires--graduate, first year, and fifth year; in recent years, return rates have dropped some. The study has provided insights in the evaluation and improvement of the teacher education program; administrators and faculty have used results in making decisions about the program; and increased understanding has been achieved about factors related to why teacher education graduates leave or remain in teaching in the early years. (LL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Career Paths; Iowa State University
Note: Paper presented at the Annual Meeting of the Midwestern Educational Research Association (Chicago, IL, October 17-20, 1990).