scholarly journals Effects of a State Mandated Policy (Site-Based Councils) and of Potential Role Incumbents on Teacher Screening Decisions in High and Low Performing Schools.

2006 ◽  
Vol 14 ◽  
pp. 7
Author(s):  
I. Phillip Young ◽  
Kimberly Miller-Smith
Keyword(s):  
Student Performance ◽  
Teacher Candidates ◽  
Teacher Selection ◽  
Selection Process ◽  
School Site ◽  
High Performing ◽  
Low Performing Schools ◽  
Teacher Screening ◽  
Legislative Action ◽  
Teacher Selection Process

Some states have viewed teacher selection as a means of improving student performance and have mandated the use of site-based teacher councils. To assess the utility of this legislative action, an experimental study was conducted. This study uses a 2X3X2 factorial design that varies state legislation, role of the decision maker, and academic performance of the school site. Credentials of hypothetical teacher candidates were evaluated as if screening for a vacant position, and evaluations were submitted to a MANOVA. Results indicate that legislated alterations in the teacher-selection process failed to have any substantial effects on outcomes in the screening of teacher candidates for elementary school positions. Although screening decisions were found to be the same for participants affiliated with both low- and high-performing school districts, teachers were more appreciative of candidate’s credentials than either principals or parents.

Teachers’ Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru

2021 ◽  
pp. 1-56
Author(s):  
Eleonora Bertonia ◽  
Gregory Elacquab ◽  
Diana Hincapiéc ◽  
Carolina Méndezd ◽  
Diana Paredese
Keyword(s):  
Public Schools ◽  
Urban Areas ◽  
Teacher Education Program ◽  
Teacher Selection ◽  
Selection Process ◽  
Language Instruction ◽  
Spanish Language ◽  
Basic Services ◽  
Teacher Selection Process ◽  
Hard To Staff Schools

Abstract This paper uses the 2015 Peruvian national teacher selection process to explore candidates’ rank-ordered preferences for public schools. We show that, in seeking a permanent position, candidates prefer schools that are closer to where they attended their Teacher Education Program (TEP) and that are located in urban areas. These preferences vary by candidates’ attributes: urban location seem to be particularly important for females and higher-performing candidates. Preferences for proximity to previous workplace are weaker for younger candidates and stronger for high performers. Candidates also prefer larger schools located in low-poverty districts, with one teacher per classroom (vs. non-single-teacher/multigrade), Spanish language instruction (vs. non-bilingual), and access to basic services. A greater understanding of which school characteristics are most valued by teachers can help to design effective policies for attracting candidates to hard-to-staff schools.

The Priorities of Elementary and Secondary Principals for the Criteria Used in the Teacher Selection Process

1994 ◽  
Vol 4 (1) ◽  
pp. 87-93 ◽  
Author(s):  
A. William Place ◽  
Thelbert L. Drake
Keyword(s):  
Grade Point Average ◽  
Communication Skills ◽  
Teacher Selection ◽  
Selection Process ◽  
Secondary Principals ◽  
Grade Point ◽  
Reference Information ◽  
Focal Position ◽  
Teacher Selection Process ◽  
Selection Of

In this study, elementary and secondary principals, from the states Ohio and Illinois, were not found to have different priorities for the selection of teachers regardless of the area/focal position being sought. The higher selection priorities are enthusiasm for teaching, communication skills, and interviewer's evaluation. The lower priorities are reference information, grade point average, and self-purposing. More research is needed to clarify how these criteria actually are used. Administrators and potential candidates need to be aware of and concentrate on the higher priorities in relation both to how they are demonstrated and to how they are evaluated.

State Strategies to Improve Low-Performing Schools: California's High Priority Schools Grant Program

2010 ◽  
Vol 112 (7) ◽  
pp. 1897-1936 ◽  
Author(s):  
Thomas B. Timar ◽  
Kris Kim Chyu
Keyword(s):  
Student Performance ◽  
Teaching And Learning ◽  
Research Question ◽  
High Stakes Testing ◽  
Organizational Factors ◽  
Structured Interviews ◽  
School Site ◽  
Low Performing Schools ◽  
Program Description ◽  
Priority School

Background School accountability policies and high-stakes testing have created new demands on state policy makers to provide assistance to low-performing schools. California's response was the Immediate Intervention/Underperforming Schools Program (II/USP) and the High Priority School Grants Program (HPSGP). Objective/Research Question/Focus of Study This study explores the effects of the HPSGP on improving academic performance of the lowest performing schools in California. The study focuses on the organizational factors that influenced resource allocation decisions. The discussion addresses what might be done to ameliorate some of the key problems implicated in nonperforming schools. Participants Data for this study came from site visits to 15 schools that received HPSGP funding. Of the 15 schools we studied, 10 were high schools, and the remainder elementary schools. Eleven of the schools were urban, and four were rural. Program Description Schools in the bottom 10th percentile are eligible to apply for HPSGP funds. The State of California provided 655 schools with $400 per pupil each year for three years, with an optional fourth year. Participating schools also could apply for an optional planning grant of $50,000 in the initial year. Research Design Using qualitative case studies of 15 schools in California, the study compares HPSGP recipient schools that made significant academic improvement with HPSGP schools that remained stagnant. The site visits, which took place between February and May 2006, comprised structured interviews with principals, teachers, HPSGP and special program coordinators, and school site council members, as well as classroom observations and focus groups. During a two-day visit, at least five people at each school were interviewed. Conclusion This study found that organizational characteristics, such as leadership of principals, member participation in decision-making, and existence of coherent goals and plans, have a significant influence on the ability of schools to make effective use of grant funding and to achieve higher student performance. The study's main finding was that improving schools were deliberative and purposive in their use of program funds. Nonimproving schools, on the other hand, were opportunistic, lacking a plan or vision for using funding to build effective regimes of teaching and learning.

scholarly journals The selection process of teacher candidate in Austria and Turkey

2015 ◽  
Vol 5 (1) ◽  
pp. 113-132
Author(s):  
Mehmet Canbulat ◽  
Ayşe Nur Kutluca Canbulat
Keyword(s):  
Higher Education ◽  
Teacher Candidates ◽  
Selection Process ◽  
Personal Characteristics ◽  
Teaching Profession ◽  
Upper Austria ◽  
Selection Processes ◽  
The Individual ◽  
Placement Center ◽  
Do So

The aim of this study is to analyze the selection process of teacher candidates in Turkey and Austria education systems. In the study, the Upper Austria Higher Education documents on the selection processes were examined and the teacher candidates' selection processes were observed. For the Turkish side, the higher education selection handbooks by Student Selection and Placement Center (OSYM) were examined and 96 teacher candidates were interviewed. According to the findings, in Austria's teacher education system, the students should volunteer to be a teacher and also must fulfill compliance of the profession. In Turkey, on the other hand, the teacher candidates were selected according to the central examination results conducted by ÖSYM. While scores are taken into account in the areas such as mathematics, social sciences, science, geometry, etc., the evaluation related to the individual reasons for seeking this profession, individuals' eligibility of the teaching profession and personal characteristics are not considered in this selection process. The interview results revealed that while some of the candidates were willing to become a teacher, others reported obligation to do so and some stated that they accidently selected to be a teacher.

scholarly journals Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development

2009 ◽  
Vol 4 (2) ◽  
pp. 97 ◽  
Author(s):  
Joyce Yukawa ◽  
Violet H. Harada
Keyword(s):  
Professional Development ◽  
Student Performance ◽  
Course Design ◽  
Discussion Board ◽  
Long Term Results ◽  
School Site ◽  
Development Team ◽  
K 12 ◽  
The Impact

Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term results of participation in this initiative. Methods – The authors used an interpretive, participative approach. The first author was the external reviewer for the project; the second author headed the development team and served as a participant-observer. Triangulated data were collected from participants in the form of learning logs, discussion board postings, interviews, questionnaires, and learning portfolios consisting of unit and lesson plans and student work samples with critiques. Data were also collected from the professional development designers in the form of meeting notes, responses to participants, interviews, and course documents. For two years following the end of the formal course, the authors also conducted follow-up email correspondence with all teams and site visits with six teams to determine sustained or expanded implementation of inquiry-focused, collaborative curriculum development. Results – The practice-based approach to professional development required continual modification of the course design and timely, individualized mentoring and feedback, based on analysis and co-reflection by the developers on the evidence gathered through participant logs, reports, and school site visits. Modeling the inquiry process in their own course development work and making this process transparent to the participating community were essential to improvement. Course participants reported beneficial results in both immediate and long-term changes in practice. The summative evaluation identified significant changes in practice in three areas: (1) the design of inquiry-focused learning, (2) the roles of the teacher and librarian in collaborative development of instruction, and (3) the impact on student performance. Two years after the yearlong professional development course, most participants indicated that they continued to incorporate inquiry-based approaches, and over half of the participants were involving other colleagues at their schools in inquiry-focused practices. Six of the librarians assumed major curricular roles in their respective schools. Conclusion – The practice-based model of professional development appears to be effective and sustainable. It has been tested and modified by other development teams in the last two years. More extensive use of the model in other contexts with further testing and refinement by other developers is needed to ensure that the model is robust and widely applicable.

The Practical Relevance of Accountability Systems for School Improvement: A Descriptive Analysis of California Schools

2007 ◽  
Vol 29 (4) ◽  
pp. 319-352 ◽  
Author(s):  
Heinrich Mintrop ◽  
Tina Trujillo
Keyword(s):  
School Improvement ◽  
Descriptive Analysis ◽  
High Growth ◽  
Practical Relevance ◽  
Accountability Systems ◽  
High Performing Schools ◽  
High Performing ◽  
Low Performing Schools ◽  
Definition Of ◽  
California Schools

In search for the practical relevance of accountability systems for school improvement, the authors ask whether practitioners traveling between the worlds of system-designated high- and low-performing schools would detect tangible differences in educational quality and organizational effectiveness. In comparing nine exceptionally high and low performing California middle schools, the authors conclude that if such travelers expected to encounter visible signs of an overall higher quality of students’ educational experience at the high-performing schools, they would be disappointed. Rather, they would have to settle on a narrower definition of quality that is more proximate to the effective acquisition of standards-aligned and test-relevant knowledge. High-growth schools tended to generate internal commitment for accountability and consider it an impetus for raising standards.

scholarly journals Kesiapan Lembaga Pendidikan Tenaga Kependidikan Dalam Menyiapkan Guru Profesional di IAIN Raden Intan Lampung

2021 ◽  
Vol 19 (2) ◽  
pp. 220-235
Author(s):  
Juju Saepudin
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
Selection Process ◽  
Prospective Students ◽  
Professional Educators ◽  
Instructional Activities ◽  
Professional Teacher ◽  
Study Programs ◽  
The Many ◽  
Depth Interviews

AbstractThe educator's producer institution is required to improve quality to be able to produce great graduates. This paper presents the research results on the readiness of the educator's producer institution at Raden Intan State Islamic Institute in preparing professional teacher candidates through the Pre-service Professional Teacher training program. This study uses a qualitative approach, using observation, in-depth interviews, and documentation studies. The inductive data analysis results obtained several conclusions: First, based on accreditation status, academic position, education level, and the ratio of lecturers and students, only three study programs have met the criteria. Second, the program for improving and developing instructional activities, partnership networks, and quality assurance has been running effectively. Third, the high interest of prospective students entering the Faculty of Tarbiyah and Teacher Training IAIN Raden Intan Lampung supports preparing professional educators. Meanwhile, the student selection process that puts aside the exploration of interests and talents and applied competencies, the limitations and lack of infrastructure, and the weak socialization of policies related to Pre-service PPG are part of the many inhibiting factors LPTKs in preparing prospective professional educators.AbstrakLembaga Pendidikan Tenaga Kependidikan (LPTK) sebagai lembaga pencetak guru dituntut untuk meningkatkan kualitas program studinya agar mampu menghasilkan lulusan yang berkualitas. Tulisan ini menyajikan hasil penelitian tentang kesiapan LPTK Institut Agama Islam Negeri (IAIN) Raden Intan Lampung dalam menyiapkan calon guru profesional melalui program Pendidikan Profesi Guru (PPG) Prajabatan. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode pengumpulan data observasi, wawancara mendalam dan studi dokumentasi. Hasil analisa data secara induktif didapatkan beberapa kesimpulan sebagai berikut: Pertama, berdasarkan status akreditasi, jabatan akademik, jenjang pendidikan serta rasio dosen dan mahasiswa hanya tiga program studi yang sudah memenuhi kriteria. Kedua, program peningkatan dan pengembangan aktivitas instruksional, jaringan kemitraan dan penjaminan mutu sudah berjalan dengan efektif. Ketiga, tingginya minat calon mahasiswa memasuki Fakultas Tarbiyah dan Keguruan (FTK) IAIN Raden Intan Lampung merupakan faktor pendukung sekaligus modal awal bagi LPTK dalam menyiapkan pendidik yang professional. Sedangkan, proses penjaringan mahasiswa yang mengesampingkan penggalian minat dan bakat serta kompetensi terapan, keterbatasan dan ketiadaan sarana prasarana serta lemahnya sosialisasi kebijakan terkait PPG Prajabatan menjadi bagian dari sekian banyak faktor penghambat LPTK dalam menyiapkan calon pendidik profesional. 

scholarly journals The effects of course format, sex, semester, and institution on student performance in an undergraduate animal science course

2022 ◽  
Author(s):  
James R Vinyard ◽  
Francisco Peñagaricano ◽  
Antonio P Faciola
Keyword(s):  
Student Performance ◽  
Linear Models ◽  
Spring Semester ◽  
Animal Science ◽  
University Of Florida ◽  
High Performing ◽  
Time Of Year ◽  
Online Format ◽  
Course Format ◽  
The Impact

Abstract The transition of courses from in-person to an online format due to the COVID-19 pandemic could have potentially affected overall student performance in lecture-based courses. The objective of this case study was to determine the impact of course format, as well as the effects of student sex, time of year at which the course was taken, and the institution it was taken at on student performance in an undergraduate animal science course. The course used for this study was taught at two institutions (University of Florida; UF and University of Nevada, Reno; UNR) over seven years (2014-2017 at UNR and 2018-2021 at UF). Student performance (n = 911) was evaluated using both quizzes and exams from 2014 through the spring semester 2020 and only exams were used for summer and fall semesters of 2020 and the spring and summer semesters of 2021. The final score (out of 100%) for each student was used to evaluate student performance. In addition, students were classified as high performing students if they scored ≥ 95% and low performing students if they scored ≤ 70%. The variables that were evaluated were the effects of semester (spring, summer, or fall), institution (UF or UNR), sex (male or female), number of teaching assistants (TAs; 0 to 13), and course format (online or in-person). The course was taught in-person at UNR and in-person and online at UF. The spring semester of 2020 was taught in-person until March but was switched to online approximately nine weeks after the semester started and was considered an online semester for this analysis. As the course was only taught online at UF, the variable course format was assessed using UF records only. Data was analyzed using both linear models and logistic regressions. The probability that students were high performing was not affected by sex or institution. Interestingly, both fall semester, and the online format had a positive, desirable effect on the probability that students were high performing. The probability that students were low performing was not affected by sex. However, if a student performed poorly in the class, they were more likely to have taken the course at UNR, or at UF with many TAs. Thus, student performance was impacted by changing the course format, as well as institution, the number of TAs, and the semester in which the course was taken.

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