M
Michelle Reininger
Researcher at Stanford University
Publications - 11
Citations - 706
Michelle Reininger is an academic researcher from Stanford University. The author has contributed to research in topics: Student teaching & Teacher education. The author has an hindex of 9, co-authored 11 publications receiving 594 citations.
Papers
More filters
Journal ArticleDOI
More or Better Student Teaching
TL;DR: The authors investigated whether lengthening student teaching improves teachers' perceptions of instructional preparedness, efficacy, and career plans, and found that the duration of student teaching has little effect on teacher outcomes.
Journal ArticleDOI
Hometown Disadvantage? It Depends on Where You're From: Teachers' Location Preferences and the Implications for Staffing Schools
TL;DR: This article found that teachers' preference for working close to where they grew up is a distinct characteristic of teachers and further explored the implications of those preferences for schools facing chronic shortages of teachers.
Journal ArticleDOI
Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation
Donald Boyd,Pam Grossman,Karen Hammerness,R. Hamilton Lankford,Susanna Loeb,Morva McDonald,Michelle Reininger,Matthew Ronfeldt,James Wyckoff +8 more
TL;DR: In this paper, the authors describe the state of teacher education in and around the large and diverse school district of New York City using multiple data sources, including program documents, interviews, and surveys of teachers.
Public Policy and Teacher Labor Markets. What We Know and Why It Matters.
Susanna Loeb,Michelle Reininger +1 more
Journal ArticleDOI
Recruitment or Preparation? Investigating the Effects of Teacher Characteristics and Student Teaching:
TL;DR: In this article, the authors used pre-and post-student teaching surveys of more than 1,000 prospective teachers in a large, urban district to disentangle the effects of one dimension of preparation (student teaching) from the effect of teacher characteristics on a number of measures for teachers' self-perceived instructional quality and career plans.