Holmes versus Traditional Teacher Candidates: Labor Market Receptivity

1997 ◽  
Vol 7 (4) ◽  
pp. 330-344 ◽  
Author(s):  
I. Phillip Young ◽  
James L. Jury ◽  
Susan Bon Reis
Keyword(s):  
School Districts ◽  
High School Principals ◽  
Teacher Candidates ◽  
The United States ◽  
Teacher Candidate ◽  
Public School Districts ◽  
College Preparatory ◽  
Chronological Age ◽  
Vacant Position ◽  
Educational Degree

Paper credentials similar to those found in most college placement files were used to create 12 hypothetical teacher candidates. Contents of these credentials were varied systematically to reflect all combinations of college preparatory institutions (Holmes vs. Traditional), type of educational degree (BA vs. MA), and chronological age of teacher candidate (29 yrs, 49 yrs, or control). For each experimental condition senior high school principals ( n = 360) were selected at random from all public school districts in the United States, assigned at random to a specific experimental condition, and requested to evaluate a hypothetical teacher candidate as if screening for a vacant position in their building. Fixed effect analyses of variance revealed a statistically significant interaction involving type of educational degree × chronological age. Holmes prepared candidates were perceived to be similar to traditional candidates and equally likely to be extended an offer to interview.

The cost of replacing South Carolina high school principals

2018 ◽  
Vol 32 (3) ◽  
pp. 109-118 ◽  
Author(s):  
Henry Tran ◽  
Jessica McCormick ◽  
Trang Thu Nguyen
Keyword(s):  
High School ◽  
South Carolina ◽  
School Districts ◽  
High School Principals ◽  
Cost Estimation ◽  
School Principals ◽  
Public School Districts ◽  
Sample Average ◽  
The Cost ◽  
Executive Level

The purpose of this study is to examine the costs of replacing high school principals. The technique for cost estimation used is the ‘ingredients method’ and is based on the economic principle of opportunity cost. It is the recommended form of cost analysis by experts in the field. Within this study, the ingredients method systematically identifies all the resources required to replace high school principals, and attaches prices to each of those ingredients. The systematic nature of the method allows for costs to be measured and compared across studies. Data were obtained from executive-level human resource management across six South Carolina public school districts. Costs of high school replacement varied by district (ranging from $10,413.03 to $51,659.27), with the sample average equating to $23,974.29. The methodology used in this study can be replicated across the globe to estimate the cost of replacing school leaders.

Prevalence of Concussion-Related Policies and Practices Among Public School Districts in the United States, 2012 and 2016

2020 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Gabrielle F. Miller ◽  
Lara DePadilla ◽  
Sherry Everett Jones ◽  
Michael Lionbarger ◽  
Sally Thigpen
Keyword(s):  
United States ◽  
Public School ◽  
School Districts ◽  
The United States ◽  
Public School Districts ◽  
Policies And Practices

Prevalence of Student Dissection-Choice Policies in U.S. Schools

2016 ◽  
Vol 78 (7) ◽  
pp. 560-567 ◽  
Author(s):  
Samantha Suiter ◽  
Jan Oakley ◽  
Justin Goodman
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Districts ◽  
District Of Columbia ◽  
State Level ◽  
The United States ◽  
Public School Districts ◽  
Opt Out ◽  
Animal Use ◽  
Choice Policy

Although animal dissection is common in classrooms, growing concerns for animal welfare and advances in nonanimal teaching methods have prompted the creation of policies that allow students to choose humane alternatives to classroom animal use. We assessed the prevalence and content of policies that allow students to opt out of animal dissection in states and large public school districts across the United States – data that have not previously been collected or analyzed. We found that such policies exist at the state level in 22 states (plus the District of Columbia) and in many large public school districts in the other remaining states. These data illustrate that at least 63% of students in U.S. public schools have access to some kind of dissection choice, although the content of these policies varies widely. We discuss these results and recommend components of a comprehensive student dissection-choice policy.

scholarly journals Personal and Reflective Epistemology in Pre-Service Teacher Education

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Jill Heiney-Smith
Keyword(s):  
Cognitive Processing ◽  
Teacher Candidates ◽  
The United States ◽  
Teacher Candidate ◽  
Knowledge Development ◽  
Teacher Preparation Programs ◽  
Research Review ◽  
Preparation Programs ◽  
Pedagogical Skills ◽  
Candidate Perceptions

Teacher preparation programs aim to provide pedagogical skills for knowledge development and critical thinking. Yet teacher candidates themselves have views and understandings of the very nature of knowledge, or epistemology, which might inhibit or advance their development as teachers. This paper begins with an overview of Kitchener’s (1983) model for cognitive processing and later work in epistemological development, The Reflective Judgment Model (1994, 2004). Next, a presentation of research in teacher candidate epistemology in Poland is compared with a study of teacher candidate perceptions in Singapore, both grounded by Kitchener’s model of knowledge development. Finally, a comprehensive research review by Sleeter (2000) reveals the limitations of such studies in the application to historically under-served students and teachers of color in the United States.

scholarly journals Expanding teacher candidate linguistic knowledge: Analyzing recorded virtual exchange sessions

2021 ◽  
Vol 29 (1) ◽  
pp. 19
Author(s):  
Shannon M. Hilliker ◽  
Chesla Ann Lenkaitis ◽  
Angie Ramirez
Keyword(s):  
Teacher Candidates ◽  
English Language ◽  
The United States ◽  
Teacher Candidate ◽  
Teacher Preparation Programs ◽  
Linguistic Knowledge ◽  
Linguistic Features ◽  
Preparation Programs ◽  
Self Reflection ◽  
Speakers Of Other Languages

<p>Teaching English to Speakers of Other Languages (TESOL) teacher candidates must have a working knowledge of English linguistics in order to support their students’ language development. This article reports on TESOL teacher candidates’ reflective practice to highlight how interaction with non-native speakers can develop awareness of linguistic features of the English language through virtual exchange. Sixteen teacher candidates from a university in the United States were paired with 22 undergraduate English as a Foreign Language (EFL) learners from a university in Mexico. The teacher candidates completed journal entries in which they analyzed authentic language produced by their EFL partners during their virtual meetings. Teacher candidates were taking a course that covered topics related to pragmatics, semantics, morphology, phonology and syntax. Each teacher candidate submitted a final error analysis of recorded conversations to determine how many linguistic errors were made by their partners. This study describes the errors the teacher candidates were able to identify in order to explore the benefits of this reflective activity on their understanding of linguistics. This study confirms the need to utilize virtual exchange in teacher preparation programs and subsequent self-reflection in order to give teacher candidates a way to put linguistic content area into practice.</p>

scholarly journals In a State of Fragility: The Compromised Dignity of Communities, Indignation, and the Incapacitation of Public Education

2019 ◽  
Vol 2 (3) ◽  
pp. 1-24
Author(s):  
Agnes Krynski
Keyword(s):  
United States ◽  
Public School ◽  
Public Education ◽  
School Districts ◽  
Learning Communities ◽  
The United States ◽  
Public School Districts ◽  
Exclusionary Practices ◽  
Institutional Agency ◽  
Ethical Oversight

The dominant framing of the work of public school districts in the United States prevents schools from contesting the indignities they themselves or their neighbors suffer. This incapacitates teachers and learning communities to work toward the attainment of inclusive democracy and the contestation of exclusionary practices and policies. An institutionally-grown advocacy of connection that nurtures intercommunity solidarity can help us redefine the work communities do as they learn to think of themselves as being in connection with other groups in a web of affiliation and care. I suggest that public education take on an informal function of ethical oversight rooted in a strong sense of collective institutional agency. Through such agency schools can recognize and respect and help us work through past and present civic grievances while addressing economic and social realities that give rise to feelings of indignation.

Income Support Policies and the Rise of Student and Family Homelessness

2021 ◽  
Vol 693 (1) ◽  
pp. 46-63
Author(s):  
Zachary Parolin
Keyword(s):  
Native American ◽  
School Districts ◽  
The United States ◽  
Public School Districts ◽  
Income Support ◽  
Family Homelessness ◽  
Assistance Program ◽  
Cash Assistance ◽  
Nutrition Assistance ◽  
Using Data

This study investigates whether the generosity and accessibility of publicly provided income support contributes to levels of family homelessness. Using data on student homelessness from most public school districts in the United States, I find that greater access to cash assistance from the Temporary Assistance for Needy Families (TANF) program reduces levels of family homelessness and that the reduction is particularly strong for majority–Black and Native American school districts. The results suggest that the observed decline in access to TANF cash assistance may be an important driver of the rise in family homelessness. Evidence is inconclusive about whether greater access to the Supplemental Nutrition Assistance Program (SNAP) or greater generosity of the Earned Income Tax Credit (EITC) reduces levels of homelessness.

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