Attrition of certified teachers in secondary education during the induction phase

Teacher attrition is generally considered problematically high, with attrition rates of beginning teachers up to 50%. This study shows the problem is not as big as has been claimed before. Previous studies have often focused on the attrition within 5 years, showing a quarter or more of beginning teachers leaving the profession. However, this disregards the fact that teachers leave at later stages as well, and the fact that some beginning teachers are not qualified to work as a teacher. Using administrative data from payroll administrations of schools in the Netherlands for secondary education a reliable measure of teacher attrition was made. Administrative data on diplomas in higher education were used to establish if teachers are certified at the start of their career. The results of this study show that the attrition rate of beginning teachers is only high within the first year of their career. The attrition rate within 1 year of experience is around 12% until the early 2000s, rising to close to 20% in more recent years. In comparison with other countries this seems relatively modest. However, after the first year, a base rate of attrition (retirement excluded) remains fairly constant at approximately 3% to 5% every year, explaining the gap with high attrition rates found in earlier studies. Attrition of certified teachers within one year is about 9%, with very little variation over time, versus the 12% to 20% of all beginning teachers. This 9% attrition rate of certified teachers is much lower than many earlier studies suggest

Does teachers' pedagogical content knowledge affect their fluency instruction?

The relation is studied between teachers' pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant gamma-value of .29, indicating that only 8% of the variance in teachers' classroom behaviour in teaching fluent reading is accounted for by teachers' pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction

Student teachers' participation in learning activities and effective teaching behaviours

Teacher learning is essential to the teaching profession, because it has been strongly linked to improved teaching practices and teacher quality. The source for teacher learning is initial teacher education, a crucial phase in the learning-to-teach continuum. To gain insight into this influential period for student teachers’ long-term professional lives, this exploratory study investigates student teachers’ participation in learning activities and explores whether it is connected to their own effective teaching behaviours in a school-based teacher education setting for secondary education in the Netherlands. The results indicate that student teachers vary in their self-reported learning and that this learning relates positively to observations of their effective teaching behaviour. These findings have several implications for teacher education programmes that aim to enhance the likelihood that their student teachers will become career-long learning professionals

Effectiveness of Road Mitigation for Common Toads (Bufo bufo) in the Netherlands

Roads and traffic may have major impacts on amphibian populations, primarily as a result of amphibian road mortality. A variety of measures have been developed to prevent road mortality of amphibians, such as the construction of fences to keep the animals off the road and amphibian tunnels to provide them a safe passage. We carried out a capture-mark-recapture study to evaluate the performance of two tunnels and permanent drift fences for common toads at a local road in the Netherlands. We found that of the marked toads only 31% used the tunnels to cross the road. We assessed four possible explanations for the fact that a proportion of the toads did not use the tunnels: for toad groups that used the tunnels, as compared to toad groups that did not use the tunnels, (1) the mean distance between the location of first capture and the nearest tunnel was significantly smaller; (2) the mean movement distance along the fence was significantly larger; (3) the number of toad groups that walked in the wrong direction after encountering the drift fence was lower; (4) the mean number of nights between first and last capture of the toad group was significantly higher. Over all study years 28% of the migrating toads—marked and unmarked—that attempted to cross the road ended up on the road pavement, despite the mitigation. Migrating population numbers decreased with about 75% after the mitigation measures were installed. We emphasize that better baseline studies on where toads cross before mitigation and improved knowledge on effects of tunnel design and the distances the animals move along a drift fence are vital to mitigate road impacts properly and maintain viable toad populations. We recommend to base tunnel densities on the mean movement distance of the toads that move only small distances and spent relatively little time along the drift fence, install drift fences that go well beyond the location where toads cross the road, take appropriate measures at entrance roads and at fence ends and consider alternatives to tunnels and fences, such as the creation of breeding waters on both sides of the road