Do Professional Development Schools Reduce Teacher Attrition?

By Nancy I. Latham, W. Vogt. 2007

118 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/79d29075e1c11163a37f036c2e4b227511bd93ea

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Citations in the corpus

Teachers’ Education and Outcomes: Mapping the Research Terrain (2012, background): “Other studies (Latham & Vogt, 2007; Sayler, 2003) treat graduates of traditional programs as if they were a homogeneous group.”
Teacher Retention: Teacher Characteristics, School Characteristics, Organizational Characteristics, and Teacher Efficacy (2012, background): “Estimates of teacher attrition range from 20% to 50% of teachers leaving the profession within the first five years (Ingersoll & Smith, 2003; Latham & Vogt, 2007; Perrachione, Rosser, & Petersen, 2008).”
Do Differing Types of Field Experiences Make a Difference in Teacher Candidates' Perceived Level of Competence? (2010, background): “In addition, some studies have reported that PDS prepared teachers remain in the profession at higher rates than teachers who did not experience a PDS training opportunity (Fleener, 1999; Kenreich, Harzler-Miller, Neopolitan, & Wiltz, 2004; Latham & Vogt, 2007).”
A Longitudinal Investigation of the Relationship between Teacher Preparation and Teacher Retention. (2016, background): “LaTurner (2002) investigated these issues by examining the relationship between teacher preparation, or path to teaching, and commitment to teach math and science.”
Where Should Student Teachers Learn to Teach? (2012, background): “…indicates that teacher preparation in PDS settings has generally positive impacts on teachers’ beliefs, attitudes, practices, recruitment, and retention (Castle, Fox, & Souder, 2005; Clift & Brady, 2005; Latham & Vogt, 2007; Paese, 2003; Ridley, Hurwitz, Davis Hackett, & Knutson Miller, 2005).”