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It links these findings to teacher education, examining whether roots of attrition emerge in teacher candidate journals during practicum in Title I schools.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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report about teacher attrition timelines?","Question",{"text":63,"@type":64},"It cites evidence that about one-third of practicum students leave teaching within their first five years, including higher estimates in some studies for the first three to five years.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which factors are cited as contributing to high teacher attrition?",{"text":68,"@type":64},"The text groups reasons such as salaries and working conditions, inadequate teacher preparation, mentoring and support, orientation and isolation, classroom management and discipline, administrative duties, assessment responsibilities, and lack of respect or parental relationships.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the purpose of the study described in the document?",{"text":72,"@type":64},"The study uses practicum students’ reflections to identify recurring threads in teacher candidate journals that align with reasons novice teachers give for leaving, asking 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Pearman, Missouri State University & Shirley Lefever-Davis, Wichita State University  \nIntroduction  \nAs teacher educators, we know that, statistically, one-third of our current practicum students will leave the teaching field within their first five years of teaching (Darling-Hammond, 2003; Ingersoll, 2002) . The National Commission on Teaching and America’s Future (NCTAF, 2003) offers more staggering numbers such as a 33% attrition rate within the first three years of teaching jumping to 46% attrition within five years of teaching. Some researchers feel these numbers maybe skewed and argue the higher percentages of attrition rates may be due to questionable data or data derived from preliminary sources. These researchers believe attrition rates are closer to 14% to 17% per year as a national average and 20% to 21% per year for urban schools (Boe, Cook, and Sunderland, 2008; National Center for Education Statistics, 2008; Marvel, Lyter, Peltola, Strizek, & Morton, 2007) . The fact remains that, regardless of which data are used, the numbers of qualified teachers leaving the profession are having a negative impact on the education of P- 12 students. For instance, there is evidence to support that teacher knowledge and instructional actions make a critical difference in student success, and research shows teacher effectiveness increases after the first few years of teaching (Kain & Singleton, 1996; Reutzel & Cooter, 2008); however, as reported above, we are losing a substantial number of our new teachers after 3 to 5 years of teaching, just as they are reaching this increased level of effectiveness.  \nFactors cited for this high attrition rate of teachers may vary somewhat in their description and categorization, but they are very similar across researchers. For instance, DarlingHammond (2003) lists broad categories of salaries, working conditions, teacher preparation, and mentoring support in the early years as reasons teachers cite for leaving the profession. In contrast, Anhorn (2008), in her study of first year teachers, cites orientation, time, isolation, classroom management, pay and benefits, preparation for teaching, the principal, fellow teachers, and parents as key reasons for departure. Using teacher interviews as a data source, Kopowski (2008) found No Child Left Behind, lack of support, student discipline, salaries, and lack of respect as issues that influence teacher satisfaction. In the 2004-2005 MetLife “Survey of the American Teacher,” new teachers included the following issues as reasons for leaving the profession: administrative duties, classroom management, assessment responsibilities, and lack of parental relationships (Metropolitan Life Insurance Company, 2006) .  \nThis body of research has direct implications for teacher preparation. Indeed, both Darling-Hammond and Anhorn found inadequate teacher preparation as a factor in teacher attrition:  \n“A growing body of evidence indicates that teachers who lack adequate initial preparation are more likely to leave the profession”(Darling-Hammond, 2003, p. 9) . This sentiment is mirrored in the report of the NCTAF (2003) in which the teacher shortage problem is more specifically identified as a teacher retention problem exacerbated by makeshift solutions that place teachers into classrooms without adequate training or support. In fact, the National Center for Education  \nStatistics (2005) reports a 5-year attrition rate of 29% for teachers who did not have a student teaching experience as compared to 15% for those who had completed student teaching as part of a teacher education program. First year teachers often place premium value on student teaching and field experiences as an opportunity to bring university instruction and practical applications together (Anhorn, 2008) . Some researchers suggest graduates from 5-year teaching programs are better p","cbCaiaUBT37HGbcf","https://ap.wps.com/l/cbCaiaUBT37HGbcf","pdf",518086,11,"English","# Introduction\n# Purpose of the Study\n# Description of Participants","[{\"question\":\"What does the introduction report about teacher attrition timelines?\",\"answer\":\"It cites evidence that about one-third of practicum students leave teaching within their first five years, including higher estimates in some studies for the first three to five years.\"},{\"question\":\"Which factors are cited as contributing to high teacher attrition?\",\"answer\":\"The text groups reasons such as salaries and working conditions, inadequate teacher preparation, mentoring and support, orientation and isolation, classroom management and discipline, administrative duties, assessment responsibilities, and lack of respect or parental relationships.\"},{\"question\":\"What is the purpose of the study described in the document?\",\"answer\":\"The study uses practicum students’ reflections to identify recurring threads in teacher candidate journals that align with reasons novice teachers give for leaving, asking whether attrition roots appear in teacher education programs.\"}]","Roots of Attrition - Reflections of Teacher Candidates in Title I Schools | PDF",1792089209,28]