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Johnson, Susan Moore – Educational Researcher, 2015
Throughout the United States there is an increasing trend toward using value-added methods (VAMs) for high-stakes decisions. When policymakers use VAMs to identify, reward, and dismiss teachers, they may perpetuate the egg-crate model of schooling and undermine efforts to build instructional capacity schoolwide. At any time, in any school, some…
Descriptors: Teacher Effectiveness, High Stakes Tests, Teacher Evaluation, Educational Quality
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Johnson, Susan Moore – Harvard Educational Review, 2012
In this article, Susan Moore Johnson calls for a balanced approach to improving teaching and learning, one that focuses on both teachers and the contexts in which they work. Drawing on over a decade of research on the experiences of new teachers, Johnson argues that focusing on the effectiveness of individuals while ignoring how their schools are…
Descriptors: Teacher Effectiveness, School Organization, Teacher Improvement, Teacher Characteristics
Donaldson, Morgaen L.; Johnson, Susan Moore – Phi Delta Kappan, 2011
A large-scale, nationwide analysis of Teach For America teacher turnover presents a deeper picture of which TFAers stay, which ones leave the profession and some suggestions about why they leave. The authors learned that nearly two-thirds (60.5%) of TFA teachers continue as public school teachers beyond their two-year commitment; more than half…
Descriptors: Disadvantaged Schools, Public School Teachers, Teacher Persistence, Career Change
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Donaldson, Morgaen L.; Johnson, Susan Moore – Educational Evaluation and Policy Analysis, 2010
Teach For America (TFA) recruits high-achieving college graduates to teach for 2 years in the nation's low-income schools. This study is the first to examine these teachers' retention nationwide, asking whether, when, and why they voluntarily transfer from their low-income placement schools or leave teaching altogether. Based on a survey of three…
Descriptors: Teacher Placement, Beginning Teachers, Alternative Teacher Certification, Disadvantaged Schools
Johnson, Susan Moore – National Education Association Research Department, 2006
This report describes workplace conditions that support effective instruction and professional growth according to recent research. Key workplace conditions include: fair teaching assignments; opportunities for teachers to collaborate with colleagues; extra induction support, ongoing professional development, and expanded career opportunities;…
Descriptors: Instructional Leadership, Employment Opportunities, Teacher Effectiveness, Principals
Johnson, Susan Moore; And Others – 1985
To clarify the role of collective bargaining in defining and reforming local school district staffing policies, an analysis was made of 144 teacher contracts gathered from a stratified, random sample of districts. In five of these districts, selected for their diversity on a number of variables (state, region, size, labor history, contract, and…
Descriptors: Administrative Policy, Board of Education Policy, Collective Bargaining, Educational Change