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Scaling up Teacher Induction: Implementation and Impact on Teachers and Students. Evaluation of the New Teacher Center's i3 Scale-Up Grant, Revised Final Report
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Rebecca A. Schmidt; Aliya R. Pilchen; Katrina Laguarda; Haiwen Wang; Deepa Patel – SRI International, 2025
The purpose of this study was to understand the implementation and impact of the New Teacher Center's (NTC) strategies for scaling its validated induction model to 301 schools in five school districts serving high proportions of students of color and students from low-income households. SRI's evaluation of the implementation and impact of NTC's i3…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Models, Coaching (Performance)
The Workforce Entry and Teaching Responsibilities of New Music Education Graduates: Evidence from a State Longitudinal Data System
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David S. Miller – Journal of Music Teacher Education, 2025
The purpose of this study was to investigate Maryland music teacher education program completers' background and transition into the K-12 public school music teacher (N = 700). Using data from the Maryland Longitudinal Data System between 2008 and 2020, I examined characteristics associated with music teacher employment in the public schools, the…
Descriptors: Beginning Teachers, Teacher Responsibility, Music Teachers, Teacher Background
The Differential Effect of Clinical Simulations on the SEL of Pre-Service, Beginner and Senior Educators
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Merav E. Hemi – Journal of Education for Teaching: International Research and Pedagogy, 2025
Accumulating research points to the effectiveness of clinical simulations as a means for improving pre-service educators' social-emotional learning (SEL) competencies. However, no available research addresses in-service educators. The present study attempts to add to the research literature by exploring the differential effect of clinical…
Descriptors: Social Emotional Learning, Simulation, Preservice Teachers, Beginning Teachers
Impact of Teachers with Research Experiences: Student Gains in STEM Career Awareness, Perception of Value of STEM Learning, and Persistence in STEM Course Tasks
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John Keller; Sanlyn Buxner; Dermot Donnelly-Hermosillo; Elsa Bailey; Martyna Citkowicz; Larry Horvath; Dan Moreno; Melissa Yisak; Bo Zhu; Eleanor Fulbeck; Deidre Sessoms; Stamatis Vokos; Charlotte Chen; Max Pardo – Science Education, 2025
Research Experiences for Teachers (RET) programs are a burgeoning approach to engage teachers in STEM (science, technology, engineering, mathematics) research that they can translate into their K-12 classrooms. Despite an increase in studies of RETs, there is a need for comparison of RET and non-RET teachers' student outcomes. This mixed methods,…
Descriptors: STEM Education, Teacher Researchers, Elementary Secondary Education, Teacher Attitudes