Publications
Corbell, K.A., Booth, S., & Reiman, A.J. (2010). The committment and retention intentions of traditionally and alternatively licensed math and science beginning Teachers. Journal of Curriculum and Instruction, 4(1), 50-69.
Teachers often enter the profession through a traditional (four-year teacher education program) or an alternative route without an education degree and appropriate testing credentials. Math teachers entering through an alternative route have a higher rate of attrition than math teachers with a traditional license. In addition, math and science teachers have a higher attrition rate than other teachers. This article looks at specific differences between traditionally and alternatively licensed math and science teachers’ commitment to teaching and retention intentions. The differences explored can provide school system leaders with an insight into how to differentiate the induction experiences for math and science teachers with alternative and traditional licenses.
Corbell, K.A., Osborne, J., & Reiman, A.J. (2010). Supporting and retaining beginning teachers: A validity study of the Perceptions of Success Inventory for Beginning Teachers. Educational Research and Evaluation, 16(1), 75-96.
In the United States, 50% of beginning teachers leave the classroom in their first 5 years of teaching (Ingersoll & Smith, 2004). This study evaluated the psychometric properties of the Perceptions of Success Inventory for Beginning Teachers (PSI-BT), an instrument that can be used to make informed decisions for improving induction programs and ultimately to retain beginning teachers. The PSI-BT assessed factors that contribute to beginning teachers’ perceptions of success as well as beginning teacher retention. An extensive literature review, expert opinions, and confirmatory factor analysis established the construct validity of the PSI-BT. Structural equation modeling analyses determined the factors that predicted beginning teacher satisfaction, commitment, retention intentions, and retention. When used to inform targeted professional development and support, we believe this instrument can help school districts improve retention and effectiveness of beginning teachers.
Corbell, K.A., Reiman, A.J., & Nietfeld, J.L. (2008). The Perceptions of Successs Inventory for Beginning Teachers: Measuring its psychometric properties. Teaching and Teacher Education, 24(6), 1551-1563.
This study investigated the construction and evaluation of an instrument called the Perceptions of Success Inventory for Beginning Teachers (PSI-BT) intended to measure factors documented in research that contribute to beginning teachers' perceptions of success. The PSI-BT was found to assess the following factors using exploratory factor analysis: (1) Administrative Support, (2) Classroom Climate, (3) Mentor Support, (4) Colleague and Instructional Resource Support, (5) Commitment, and (6) Assignment and Workload. Internal reliability, content validity, and concurrent validity were also measured in the validation process. Our findings suggest that the PSI-BT provides a reliable and valid instrument that can provide schools with valuable feedback to ensure the success of their beginning teachers.
Johnson, L. & Reiman, A. (2007). Beginning teacher disposition: Examing the Moral/Ethical Domain. Teaching and Teacher Education, 23(5), 676-687.
As the push for high-quality teachers continues, many colleges of education, teacher induction programs, and professional development supervisors are left wondering about the role dispositions play in effective teaching. This study seeks to explore the definition of dispositions as teacher professional judgment and professional action in the moral/ethical domain of adult cognition. By assessing beginning teacher judgment both quantitatively and qualitatively, convergence between predicted and observed patterns was found in addition to congruence between teacher judgment and action. Based on the findings of convergence and congruence, implications for teacher education and development are made.
Reiman, A.J. & Johnson, L. (2003). Promoting teacher professional judgment. Journal of Research in Education, 13(1), 1-11.
The field of teacher education has witnessed renewed attention to teacher "dispositions". Yet dispositions are poorly defined and little research evidence exists to guide teacher education and professional development programs. This paper addresses these challenges.