Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis     

Eileen Mary Weiss   《Teaching and Teacher Education》1999,15(8):1029

The relationships between perceived workplace conditions and morale, career choice commitment, and planned retention were examined for first-year teachers in the United States. A nationally representative sample of first-year teachers (K-12) was extracted from the United States Department of Education's Schools and Staffing Surveys database for 1987–88 and 1993–94. A school culture that supports collaboration and teacher participation in decision-making was most strongly related to higher morale, stronger commitment to teaching, and intentions to remain in the profession. The discussion highlights the importance of providing supportive workplace conditions during a formalized induction year that socialize new teachers into a collaborative and participatory work-ethic that sustains commitment.  相似文献   

The role of motivations and perceptions on the retention of inservice teachers     

《Teaching and Teacher Education》2020

This article addresses the characteristics, motivations and perceptions of teachers regarding retention. The participants were practicing teachers in Australia. The survey included the Factors Influencing Teaching Choice (FIT-Choice) scale, previously used with preservice teachers. The results show that: i) teacher motivations are related to self-perceptions in teaching children/adolescents in the community, ii) threatened by negative social perceptions, and iii) influenced by characteristics such as gender. It is concluded that retention may be undermined by employment practices and social perceptions that erode a teacher’s self-concept. Outcomes inform policy for improving employment practices for the retention of a diverse teaching workforce.  相似文献   

The association of school environment to student teachers' satisfaction and teaching commitment     

Shwu-yong L. Huang  Hersh C. Waxman 《Teaching and Teacher Education》2009

A supportive school environment is crucial to the enhancement of student teaching experiences. This study assesses student teachers' perceptions of secondary school environments, and then relates the perceptions to their satisfaction with school experiences and teaching commitment. The results show that considerable disparities between student teachers' perceptions of actual and preferred school environments and suggest certain directions for improvement. Student teachers' perceptions about their school environments, especially in the areas of professional interest and staff freedom, were positively associated with their satisfaction. Several school environmental aspects influenced the total years they planned to teach and their intention to teach at the placement schools.  相似文献   

不同阅读模式对英语词汇附带习得的影响     

丁玉春  张毅  李野 《四川教育学院学报》2010,26(5):99-102,105

研究探讨了不同阅读模式对词汇附带习得的影响。研究意义：澄清默读与朗读效果的争议,促进词汇附带习得。具体探讨在词汇附带习得即时测试和延迟测试中,默读和朗读二种阅读模式的词汇附带习得效果差异。主要有以下发现：1、在词汇附带习得即时测试中,默读效果明显好于朗读效果。2、在词汇附带习得延迟测试中,默读效果也明显好于朗读效果。3、默读班和朗读班中词汇量高于平均水平的学生在词汇附带习得的延迟测试中没有显著差异。  相似文献   

白酒中酯类物质色谱保留值的结构矩阵指数预测     

刘新华 《德州学院学报》2010,26(4):22-25

以组成物质原子的原子序数为矩阵元素,建立了物质的分子结构矩阵;指出了物质分子结构矩阵与其分子具有链状结构的物质间的一一对应关系,因此分子结构矩阵具有优良的结构选择性;同时以分子结构矩阵为基础,构建了分子结构矩阵指数,借助于因子分析法,将分子结构矩阵指数用于13种酯类物质色谱保留值的预测,结果令人满意.  相似文献   

The Causal Effects of Grade Retention on Behavioral Outcomes     

Paco Martorell 《Journal of research on educational effectiveness》2018,11(2):192-216

This study examines the impact of grade retention on behavioral outcomes under a comprehensive assessment-based student promotion policy in New York City. To isolate the causal effect of grade retention, we implement a fuzzy regression discontinuity (RD) design that exploits the fact that grade retention is largely determined by whether a student scores below a cutoff on a standardized test score. We use data on students subject to the policy over a nine-year span to examine impacts on attendance and disciplinary event outcomes. We do not find evidence of systematic effects of retention on behavioral outcomes in either direction. We do find sporadic nonsustained significant effects of retention on behavioral outcomes. When present, these isolated nonpersistent effects tend to be beneficial when found for retained elementary school students and mixed for retained middle school students.  相似文献   

Early withdrawal from higher education: a focus on academic experiences     

O. J. Webb  D. R. E. Cotton 《Teaching in Higher Education》2018,23(7):835-852

Early withdrawal from higher education (HE) programmes can be detrimental for the students and institutions involved. Quantitative research has often concentrated on demographic and social antecedents (e.g. gender, prior education). Other factors may be more open to intervention e.g. students’ academic experiences in HE. Using data from an institutional survey (N?=?1170), logistic regression tested a range of academic experiences, regarding their relationship to contemplation of withdrawal (‘COW’: a recognised marker for actual withdrawal). COW was associated with student perceptions of low one-to-one contact with staff; non-traditional delivery methods; low peer-interaction; and high assessment load. Interestingly, COW was not associated with overall contact hours, large classes, or personal tutoring. The contributing factors explained 5.1%–8.6% of variance in COW, suggesting they may be meaningful levers for optimising retention. The paper discusses links to existing literature, future research directions, and applied implications for institutions.  相似文献   

Leaving lessons: learning from the exit decisions of experienced teachers     

Jeremy Glazer 《Teachers and Teaching》2018,24(1):50-62

For most teachers in the United States, teaching is no longer a career-long occupation. This article examines the narratives of a particular group of leavers, former teachers who made significant investments in their teacher training and who taught for at least three years before making the decision to exit. The accounts of these invested leavers are used to look at workplace change as a motivating factor for teacher exit, particularly changes in classroom authority that occur after teachers have begun to feel competent.  相似文献   

电信业回报计划对客户保持的影响：以客户状态为调节变量     

马军平  李纯青  明立娜 《预测》2013,(5)

本文以电信业为背景,研究了回报计划感知价值、转移成本、客户满意对客户保持的影响,并分析了客户状态(月均话费和积分兑换经历)的调节作用。结果表明,回报计划感知价值、转移成本、客户满意对客户保持有显著的正向作用,并且客户满意对客户保持的正向作用最强;客户月均话费越高,回报计划感知价值和客户满意对客户保持的作用减弱;客户有过积分兑换经历时,回报计划感知价值、转移成本和客户满意对客户保持的作用均减弱。  相似文献   

黄色花浸制标本保存的新方法     

侯聪聪  程馨妹  魏秋琳  刘康  李明哲  李乐 《教育教学论坛》2019,(22):59-60

目的:研究更优质的黄色花类浸制标本保存方法。方法:配制了由亚硫酸、乙醇、亚硫酸氢钠混合组成的新型黄色花类药用植物标本保存液。结果:浸制标本保存液中亚硫酸氢钠的加入对黄色花的颜色、形态有很好的固定作用,标本色泽自然、无腐烂变质、形态逼真、立体感良好,明显优于传统保存液保存的效果。结论:黄色花类浸制标本保存方法的研究成果可以普遍推广用于其他黄色花类浸制标本的保存,在教学、科研、标本的陈列和展示以及艺术观赏等领域都发挥了重要的作用。  相似文献