Research Study: Supporting Early Career Alternatively Certified Teachers: Evidence from the Beginning Teacher Longitudinal Survey

Research Study: Supporting Early Career Alternatively Certified Teachers: Evidence from the Beginning Teacher Longitudinal Survey

Alternatively certified (AC) teachers have generally been found to turn over at higher rates than traditionally certified (TC) teachers. These higher turnover rates are generally attributed to lower levels of preparedness and less of a commitment to remain in teaching than TC teachers, both of which may be compounded by AC teachers’ increased likelihood of beginning their career in schools that enroll traditionally underserved students.

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Video Policy Briefs

What are SROs and Why are They in Schools?
Center Co-Director and Associate Professor, F. Chris Curran, explains what school resource officers (SROs) are and why they are an increasingly common fixture in schools.

 

School Resource Officers and School Discipline
Center Co-Director and Associate Professor, F. Chris Curran, discusses the roles of school resource officers (SROs) in the school discipline system.

 

School Resource Officers and Student Interactions
Center Co-Director and Associate Professor, F. Chris Curran, discusses the ways that SROs engage with students and the potential implications.

 

Research Study: An Evidence-Based Review and Meta-Analysis of Active Supervision

Active supervision—defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member—is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized or evaluated for its quality. Therefore, we conducted an evidence-based review and meta-analysis of empirical research evaluating the effects of active supervision in schools. We identified 12 research studies evaluating active supervision, assessed the quality of each study, and calculated effect sizes for student behaviors, including disruptive behavior. Results from the four studies meeting data requirements for estimating standardized mean difference effect sizes suggest that, on average, active supervision reduced problem behavior by almost 2.0 standard deviation units. Only four studies met the What Works Clearinghouse (WWC) design standards and the results of those were mixed, thus not meeting the WWC evidence-based criteria. Limitations and recommendations for future research are discussed.

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