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ERIC Number: EJ1085183
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1935-7125
A Comparison of Teacher Preparation Models and Implications for Teacher Attrition: Evidence from a 14-Year Longitudinal Study
Latham, Nancy; Mertens, Steven B.; Hamann, Kira
School-University Partnerships, v8 n2 p79-89 Fall 2015
This large-scale, longitudinal study examines teacher attrition data from over 6,500 teachers in Illinois over a 14-year period from 1997 to 2010. Attrition rates between teachers who participated in a Professional Development School (PDS) versus students prepared traditionally are compared. The effects of teacher preparation experiences on persistence in education employment were examined for students participating in four different teacher preparation programs at Illinois State University. The findings indicate that PDS-prepared teachers are more likely to persist in employment as compared to their traditionally prepared counterparts and the education program area strongly influences persistence, perhaps more than teacher preparation model. These findings can inform teacher education programs and preparation in regard to resources allocation as well as pre-service field experience design.
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A