{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/107969"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/107969","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Special educators' preparation and intent to stay in teaching","abstract":"Frequent media reports suggest our nation is facing a shortage of qualified teachers, making teacher recruitment, retention, and attrition a significant issue facing schools today. This study examined whether there is a reliable link between completion of a student teaching experience of 8 weeks or more and first, second, and third year educators’ intent to remain in the teaching profession. Using data from the National Center for Education Statistics’ 2011-12 Schools and Staffing Survey, logistic regression models were used to identify the impact of 8 weeks or more of student teaching on educators’ intent to remain in teaching. An exploration of whether the impact varied across teaching field (general versus special education) or changed over time (from first year of teaching to third year of teaching) also was conducted. Overall, results indicated that for general education teachers, completion of a student teaching experience of at least 8 weeks was strongly associated with an increased commitment to stay in teaching, as expressed during their first and second year of teaching. No link was identified for the third-year general education teachers. For first, second, and third year special education teachers, however, no association was identified between stated intent to stay in teaching and completion of at least 8 weeks or more of student teaching. Additional research is needed to confirm the findings of the present study and explore differential effects of preservice preparation on teachers across teaching fields.","abstract_html":"Frequent media reports suggest our nation is facing a shortage of qualified teachers, making teacher recruitment, retention, and attrition a significant issue facing schools today. This study examined whether there is a reliable link between completion of a student teaching experience of 8 weeks or more and first, second, and third year educators’ intent to remain in the teaching profession. Using data from the National Center for Education Statistics’ 2011-12 Schools and Staffing Survey, logistic regression models were used to identify the impact of 8 weeks or more of student teaching on educators’ intent to remain in teaching. An exploration of whether the impact varied across teaching field (general versus special education) or changed over time (from first year of teaching to third year of teaching) also was conducted. Overall, results indicated that for general education teachers, completion of a student teaching experience of at least 8 weeks was strongly associated with an increased commitment to stay in teaching, as expressed during their first and second year of teaching. No link was identified for the third-year general education teachers. For first, second, and third year special education teachers, however, no association was identified between stated intent to stay in teaching and completion of at least 8 weeks or more of student teaching. Additional research is needed to confirm the findings of the present study and explore differential effects of preservice preparation on teachers across teaching fields.","abstract_has_math":false,"creators":["Lee, Suzanne"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Ostrosky, Michaelene M.","Fisher, Kim W.","Latham, Nancy","Renzaglia, Adelle"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-08-26T21:54:48Z","date_published":"2020-08-26T21:54:48Z","updated_at":"2026-07-22T22:24:47Z","subjects":["Special education","Teacher preparation","Teacher retention"],"languages":["en"],"rights":["Copyright 2020 Suzanne Lee"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/107969","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ostrosky, Michaelene M.","Fisher, Kim W.","Latham, Nancy","Renzaglia, Adelle"]},{"key":"dc:creator","label":"Author","values":["Lee, Suzanne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-08-26T21:54:48Z","2020-05-03","2020-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Special education","Teacher preparation","Teacher retention"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Suzanne Lee"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/107969"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Frequent media reports suggest our nation is facing a shortage of qualified teachers, making teacher recruitment, retention, and attrition a significant issue facing schools today. This study examined whether there is a reliable link between completion of a student teaching experience of 8 weeks or more and first, second, and third year educators’ intent to remain in the teaching profession. Using data from the National Center for Education Statistics’ 2011-12 Schools and Staffing Survey, logistic regression models were used to identify the impact of 8 weeks or more of student teaching on educators’ intent to remain in teaching. An exploration of whether the impact varied across teaching field (general versus special education) or changed over time (from first year of teaching to third year of teaching) also was conducted. Overall, results indicated that for general education teachers, completion of a student teaching experience of at least 8 weeks was strongly associated with an increased commitment to stay in teaching, as expressed during their first and second year of teaching. No link was identified for the third-year general education teachers. For first, second, and third year special education teachers, however, no association was identified between stated intent to stay in teaching and completion of at least 8 weeks or more of student teaching. Additional research is needed to confirm the findings of the present study and explore differential effects of preservice preparation on teachers across teaching fields.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2020-08-25 without embargo terms","The student, Suzanne Lee, accepted the attached license on 2020-05-02 at 15:03.","The student, Suzanne Lee, submitted this Dissertation for approval on 2020-05-02 at 15:10.","This Dissertation was approved for publication on 2020-05-03 at 18:10.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15169 on 2020-08-25 at 17:11:28","Made available in DSpace on 2020-08-26T21:54:48Z (GMT). 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This study examined whether there is a reliable link between completion of a student teaching experience of 8 weeks or more and first, second, and third year educators’ intent to remain in the teaching profession. Using data from the National Center for Education Statistics’ 2011-12 Schools and Staffing Survey, logistic regression models were used to identify the impact of 8 weeks or more of student teaching on educators’ intent to remain in teaching. An exploration of whether the impact varied across teaching field (general versus special education) or changed over time (from first year of teaching to third year of teaching) also was conducted. Overall, results indicated that for general education teachers, completion of a student teaching experience of at least 8 weeks was strongly associated with an increased commitment to stay in teaching, as expressed during their first and second year of teaching. No link was identified for the third-year general education teachers. For first, second, and third year special education teachers, however, no association was identified between stated intent to stay in teaching and completion of at least 8 weeks or more of student teaching. Additional research is needed to confirm the findings of the present study and explore differential effects of preservice preparation on teachers across teaching fields.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2020-08-25 without embargo terms","The student, Suzanne Lee, accepted the attached license on 2020-05-02 at 15:03.","The student, Suzanne Lee, submitted this Dissertation for approval on 2020-05-02 at 15:10.","This Dissertation was approved for publication on 2020-05-03 at 18:10.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15169 on 2020-08-25 at 17:11:28","Made available in DSpace on 2020-08-26T21:54:48Z (GMT). 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