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ERIC Number: EJ1125168
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1547-688X
Patterns in the Initial Teaching Assignments of Secondary English Teachers: Implications for Teacher Agency and Retention
Bieler, Deborah; Holmes, Stephen; Wolfe, Edward W.
New Educator, v13 n1 p22-40 2017
This study examined the teaching assignments of English teachers in 13 Mid-Atlantic high schools across five states. Data on the experience levels of 175 English teachers teaching 246 classes and surveys from 85 teacher participants were collected. Findings reveal that major agency-thwarting challenges face new English teachers: They typically are assigned to teach the students who need the most assistance, do not have their own classrooms and believe that teacher tracking occurs in their schools. Results suggest that in order to increase teacher agency, retention, and student learning, we must shift the working conditions, rhetoric, and culture around new teachers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A