Few studies have investigated how person-organization (P-O) fit between beginning teachers and features of their schools is associated with teacher retention. This study investigated the association between several measures of P-O fit and novice teacher retention in the United States. Data analysis indicated that first-year teachers' (FYTs) perceptions of P-O fit with their teaching colleagues was the strongest predictor of teacher retention. These findings suggest that it is important to develop P-O fit between FYTs and their teaching colleagues in schools. The findings have implications for induction programs and the teacher hiring process in schools. (C) 2020 Elsevier Ltd. All rights reserved.

Although a growing body of scholarship points to the importance of teacher education program coherence, few studies focus on the ways in which teacher education program directors, field placement coordinators, and methods course instructors foster program coherence. This mixed-methods study draws on interview data from four teacher education program directors, seven field placement coordinators, and 25 elementary mathematics and English language arts methods course instructors at four large, public research universities, as well as survey data from 305 elementary teaching candidates at those universities. Using a coherence framework, we analyze differences across programs in the degree to which teaching candidates perceived their programs as having clear visions and high levels of program coherence. We also describe ways in which program directors, field placement coordinators, and methods instructors described and promoted shared visions across courses and between courses and field experiences. Implications for teacher education programs and research are discussed. © 2019 American Association of Colleges for Teacher Education.

Students' participation in epistemic practices, which are related to knowledge construction on the part of students, is becoming a crucial part of learning (Goizueta, 2019).Research on epistemic practices in science education draws attention to teachers' support of students to engage in epistemic practices in mathematics instruction.The research highlights a need for incorporating epistemic goals, along with conceptual and social goals, into instruction to promote students' epistemic practices.In this paper, I investigate how teachers interact with students to integrate epistemic goals.I examined 24 interaction excerpts that I identified from six interview transcripts of two beginning teachers' mathematics instruction.Each excerpt was related to the teachers' talk about their specific interaction(s) in a small group.I explored how each teacher's discursive moves and goals were conceptual, social, and epistemic-related as they intervened in small groups.I found that both teachers used conceptual, social, and epistemic discursive move but their discursive moves were related only to social and social goals.This paper suggests supporting teachers to develop epistemic goals in mathematics instruction, particularly in relation to small groups.

Teacher education research is in still in the process of developing a robust set of tools that can measure the key features of coursework and fieldwork. This article focuses on the design of measures of “opportunities to learn” (OTLs) in content method courses that can be used across large populations of candidates at diverse preparation programs. We draw on the survey and interview data from a broader, longitudinal study of teacher preparation across four programs in the United States (n = 455 candidates). Variance decomposition suggests far greater within-program variation than between-program variation in reported OTL. More nuanced analyses at a single university indicate significant associations between individual characteristics and reports of OTL, suggesting that self-reports of OTL may tell us more about the candidates who complete a survey than the programs that prepare them. Discussion focuses on implications for teacher education research and next steps for studying OTL in methods coursework. © 2019 American Association of Colleges for Teacher Education.

This study explores how gender and race intersect to shape graduate students' experiences in academic workspaces using in-depth interviews with 67 biology PhD students. Building on recent intersectional research, our study highlights ways that race and gender create inequality in graduate education. Extending previous research on faculty, we highlight how gendered and racialized expectations that produce task differentiation emerge early in the academic careerduring graduate education. By considering the intersection between gender and race, we find not only do women biology graduate students do more service than men, but also racial and ethnic minority men do more service than do white men. White men benefit from a combination of racial and gender privilege, which places them in the most advantaged position with respect to protected research time and opportunities to build collaborations and networks beyond their labs.