Does the Mode of Entry into Teaching Matter in Teacher Retention? A Discrete-Time Survival Analysis Modeling of New York City Public School Teachers
This dissertation examines whether the mode of entry into K-12 public school teaching has any implications on teacher retention. Teacher retention is important because it is an important precursor to teacher quality, which has been shown to positively impact student performance. However, teacher t...
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| Language: | English |
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2014
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| Online Access: | https://doi.org/10.7916/D8Z899K7 |