The Support Gap: New Teachers' Early Experiences in High-Income and Low-Income Schools

Creator

Susan Moore Johnson
Susan M. Kardos
David Kauffman
Edward Liu
Morgaen L. Donaldson

Files

Publisher

Arizona State University, University of South Florida

Publication Date

October 2004

Abstract

In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success with students, and their eventual retention in their job. ...

Keywords

Low-income schools, Teacher turnover

Extent

25

Geographic Location

Florida; Massachusetts; Michigan; North Carolina; Washington

Volume

12

Issue

60

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Johnson, S. M., Kardos, S. M., Kauffman, D., Liu, E. & Donaldson, M. L. (2004, October 29). The support gap: New teachers’ early experiences in high-income and low-income schools. Education Policy Analysis Archives, 12(61). Retrieved [date] from http://epaa.asu.edu/epaa/v12n61.

Identifier

E11-00410

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Johnson, Susan Moore; Kardos, Susan M.; Kauffman, David; Liu, Edward; and Donaldson, Morgaen L., "The Support Gap: New Teachers' Early Experiences in High-Income and Low-Income Schools" (2004). Education Policy Analysis Archives (EPAA). 496.
https://digitalcommons.usf.edu/usf_EPAA/496