ERIC Number: ED454209
Record Type: Non-Journal
Publication Date: 2001-Apr-14
A Beginning Teacher Survey Study: A Theoretical Perspective.
Valli, Linda; Raths, James; Rennert-Ariev, Peter
This paper describes the Beginning Teacher Survey Study's rationale, design, theoretical framework, research questions, and findings. The study was designed to: develop a survey that would gather information from beginning teachers about their preservice and induction learning experiences; develop theoretically and empirically based constructs of teacher preparation, induction, knowledge, beliefs, and practice; and determine relationships among three sets of variables (teacher preparation, teaching knowledge and practice, and student learning). The survey was administered in Tennessee and Connecticut to first, second, and third year teachers of grades 3-8 who taught reading and/or mathematics. This paper reports findings from Tennessee only, focusing on mathematics instruction. By linking the database of survey responses from Tennessee beginning teachers to measures of student academic growth, researchers were able to examine relationships between teacher preparation/practice variables and measures of teacher effectiveness based on student learning. Preliminary findings indicate that beginning teachers were more successful in teaching mathematics if they: believed that teachers can have an impact on student learning; helped students make sense out of mathematics; learned how to do this in their teacher preparation program; and received continued support in their first teaching years from an experienced mentor. Appended is the theoretical model. (Contains 36 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; Ford Foundation, New York, NY.
Authoring Institution: N/A
Identifiers - Location: Tennessee