Reflection on their first five years of teaching: understanding staying and impact power

Katie M. Tricarico; Jennifer Jacobs; Diane Yendol-Hoppey

doi:10.1080/13540602.2014.953821

Reflection on their first five years of teaching: understanding staying and impact power

Katie M. Tricarico, Jennifer Jacobs, Diane Yendol-Hoppey

University of South Florida

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	Teachers and Teaching
Volume	21
DOIs	https://doi.org/10.1080/13540602.2014.953821
State	Published - Apr 3 2015
Externally published	Yes

Disciplines

Psychology
Curriculum and Instruction

Access to Document

10.1080/13540602.2014.953821License: Unspecified

Cite this

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title = "Reflection on their first five years of teaching: understanding staying and impact power",

author = "Tricarico, {Katie M.} and Jennifer Jacobs and Diane Yendol-Hoppey",

note = "Teacher turnover in urban schools is occurring at a breakneck pace; thus, it is important for us to understand the characteristics of teachers who stay and succeed in these settings. In order to address this need, this study examines the preparation and induction experiences of teachers who completed a Transition to Teaching - a funded urban apprenticeship program.",

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AU - Jacobs, Jennifer

AU - Yendol-Hoppey, Diane

N1 - Teacher turnover in urban schools is occurring at a breakneck pace; thus, it is important for us to understand the characteristics of teachers who stay and succeed in these settings. In order to address this need, this study examines the preparation and induction experiences of teachers who completed a Transition to Teaching - a funded urban apprenticeship program.

PY - 2015/4/3

Y1 - 2015/4/3

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U2 - 10.1080/13540602.2014.953821

DO - 10.1080/13540602.2014.953821

M3 - Article

SN - 1470-1278

VL - 21

JO - Teachers and Teaching

JF - Teachers and Teaching

ER -

Reflection on their first five years of teaching: understanding staying and impact power

Disciplines

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