The Text Selection Process in the English Classroom: Factors Guiding, Influencing, and Limiting Teacher Selection

2009 ◽  
Vol 4 (2) ◽  
pp. 239-256
Author(s):  
Giovanni Piccolo
Keyword(s):  
Teacher Selection ◽  
Selection Process ◽  
Text Selection ◽  
English Classroom

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 Application of the Marketing Concept in Textbook Selection: Using the Cloze Procedure

1996 ◽  
Vol 18 (1) ◽  
pp. 14-20 ◽  
Author(s):  
Robert Rugimbana ◽  
Chris Patel
Keyword(s):  
Selection Process ◽  
Instructional Medium ◽  
First Year ◽  
Marketing Concept ◽  
First Year Students ◽  
Marketing Education ◽  
Selection Processes ◽  
Text Selection ◽  
Cloze Procedure ◽  
Fundamental Law

Because of increased class sizes, higher staff teaching loads, and inadequate teaching facilities, many marketing faculty have less time to evaluate textbooks effectively. This situation results in text selection processes based on criteria that favor ease of teaching rather than student learning. Since marketing education places great reliance on textbooks as the primary instructional medium, marketing academics must select textbooks using explicit, educationally sound, student-oriented criteria. A method reflecting the most fundamental law of marketing, one that ensures that the chosen texts are easy for students to read and understand, should rate as an important selection process criterion. The cloze procedure has proven to be a highly reliable and valid measure of “understandability.” This study suggests that it is an objective and responsive marketing-oriented technique for selecting marketing textbooks. To demonstrate its use, the technique is used to rank three international editions of principles of marketing textbooks by obtaining scores of understandability from first-year students at one Australian university. These objective scores of understandability, when complemented by other qualitative and quantitative criteria for evaluating textbooks, are very useful for selecting marketing textbooks.

Social and Abnormal Psychology Textbooks: An Objective Analysis

2000 ◽  
Vol 27 (3) ◽  
pp. 180-189 ◽  
Author(s):  
Andrew N. Christopher ◽  
Richard A. Griggs ◽  
Chad L. Hagans
Keyword(s):  
Social Psychology ◽  
Selection Process ◽  
Introductory Psychology ◽  
Objective Analysis ◽  
Abnormal Psychology ◽  
Text Selection ◽  
Content Analyses ◽  
Psychology Courses ◽  
Undergraduate Psychology ◽  
Advanced Courses

Given the increased demand for undergraduate psychology courses beyond the introductory level, research on textbooks for such courses is surprisingly sparse. This study partially rectifies this problem. Because social and abnormal psychology are the two most frequently listed advanced courses in college catalogs (Perlman & McCann, 1999), we provide feature and content analyses of the 14 social psychology and 17 abnormal psychology survey texts published from 1995 to 1998. We also furnish comparisons between these two types of tesxts and introductory psychology texts. These analyses and comparisons should greatly facilitate the text selection process for teachers of social and abnormal psychology courses.

scholarly journals Prioritizing of Criteria in Teacher-Candidate Selection Process by Analytic Hierarchy Process

2013 ◽  
Author(s):  
Maznah Mat Kasim ◽  
Razamin Ramli ◽  
Haslinda Ibrahim ◽  
Mohd Izam Ghazali ◽  
Fazillah Mohmad Kamal ◽  
...  
Keyword(s):  
Analytic Hierarchy Process ◽  
Communication Skills ◽  
Teacher Selection ◽  
Selection Process ◽  
Teacher Candidate ◽  
Candidate Selection ◽  
Primary Data ◽  
Secondary Source ◽  
Analytic Hierarchy ◽  
Hierarchy Process

This paper reviews and identifies the criteria used in the teacher-candidate selection process. The identified main criteria and sub-criteria were prioritized according to their importance by a group of experts. The literature was the source of the criteria and twelve experts who have experience in teacher-selection process were asked to justify the criteria obtained from the secondary source. Furthermore, these experts evaluated the relative importance of the identified criteria in a pair-wise manner. Their judgments were analysed by a multi-criteria method, known as the Analytic Hierarchy Process.   Three main criteria were identified which consisted of ‘content of knowledge’, ‘communication skills’ and ‘personality’, while each of these three main criteria had four, six and eight sub-criteria respectively. The degree of importance which is known as weights of these criteria were also calculated where those criteria which receive higher values are considered to be more important. Generally, the results of the analysis show that ‘communication skills’ and ‘personality’ are the most and second-most important criteria respectively, followed by ‘content of knowledge’ in the third position. The analysis of the importance of the sub-criteria of these three main criteria is also included.   These criteria and the weights can be used later in the development of the teacher-selection model. Both secondary data and primary data were used in this research. All the experts or the respondents have experience in the selection process where 40% of them have more than six years’ experience.   Keywords: Analytic Hierarchy Process (AHP), importance, multi-criteria, selection, teacher, weights.

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.

scholarly journals Profiles of warm engagement and cold evaluation in multiple-document comprehension

2020 ◽  
Vol 33 (9) ◽  
pp. 2337-2359 ◽  
Author(s):  
Helge I. Strømsø ◽  
Ivar Bråten ◽  
Eva W. Brante
Keyword(s):  
Secondary Students ◽  
Selection Process ◽  
Affective Engagement ◽  
Source Evaluation ◽  
Text Selection ◽  
Upper Secondary ◽  
Multiple Document Comprehension ◽  
Source Use ◽  
Multiple Document ◽  
Analytic Stance

Abstract We explored potential profiles of interest, attitudes, and source evaluation by performing cluster analysis in a sample of Norwegian upper-secondary students. Differences among the profile groups with regard to multiple-document use were examined. The profile groups were partly consistent with the default stances described by the cognitive-affective engagement model of multiple-source use (List & Alexander, 2017), resulting in critical analytic, evaluative, and disengaged profiles. However, the model’s assumption that interest and attitude constitute one affective engagement dimension was not confirmed. There were no statistically significant differences between the profile groups in the processing of a set of multiple documents; yet there was a tendency for students who adopted a critical analytic stance to engage in a more thorough text selection process. Those students also included more information units from the selected texts in their written products and integrated information units across the texts more frequently compared to the other profile groups.

scholarly journals Exploring How Rhetorical Organization Contributes to the Readability of Essays

2021 ◽  
Vol 7 (2) ◽  
pp. 78-92
Author(s):  
John R. Baker
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Writing Center ◽  
Publishing Industry ◽  
Selection Process ◽  
Education Professionals ◽  
Sequential Mixed Methods ◽  
Text Selection ◽  
Selection Of

The facilitative benefits of genre-specific reading have often been cited as a truism in the field of writing education. In line with this, writing center self-access libraries typically provide a selection of composition texts, including rhetorics (anthologies of model paragraphs and essays). Readability formulae (e.g., the Lexile Readability Formula) are often used to determine whether these texts will be a good fit for potential readers, and although the Lexile Formula reliably and validly assesses two features (i.e., semantic and syntactic), it does not consider other contributing features during the text selection process (e.g., rhetorical organization). To address this, this sequential, mixed-methods study explored the effects of rhetorical organization on undergraduate English language learners’ perceptions of difficulty when reading exemplars (i.e., essays) excerpted from rhetorics. The results indicated that rhetorical organization influences readability both as (a) a primary (i.e., an isolated feature) and (b) a conjoined feature (i.e., comprising two or more associated entities where the second impacts the first). The article also provides a suggestion for writing education professionals and the publishing industry: Readability formulae should be administered in a hybrid fashion, where additional features such as rhetorical organization are subjectively considered when assessing the difficulty of exemplars.

scholarly journals Complejidad textual con fines académicos en el ámbito de la traducción. Variables para su clasificación.

2020 ◽  
Author(s):  
Fernando Javier Muñoz López
Keyword(s):  
Second Language Acquisition ◽  
Selection Process ◽  
Important Variable ◽  
High Complexity ◽  
Academic Texts ◽  
Complex Process ◽  
Linguistic Rules ◽  
Text Selection ◽  
Teaching Criteria ◽  
Selection Of

La actividad traductora es de por sí un proceso complejo en cuanto al conocimiento. Para lograr llevar el mensaje de una lengua a otra, existen convenciones lingüísticas y culturales que deben ser consideradas. La complejidad en el ámbito terminológico (Cabré, 2003), es una variable que puede incidir directamente en el aprendizaje tanto del proceso traductor como del aprendizaje de una lengua, si no existen criterios pedagógicos claros sobre la selección de material académico para el educando. El objetivo de esta investigación fue crear un insumo para la categorización y clasificación de niveles de complejidad de textos considerando los criterios baja, media y alta complejidad, y así intentar estandarizar el proceso de selección de material para aplicar metodologías a programas universitarios de la carrera de traducción. Con lo anterior, se busca definir criterios elementales, en formato de material instruccional, para que en cada programa de estudio donde se vea reflejada la competencia del saber-hacer ligada a la traducción, la selección de textos de la lengua meta no sea sesgada al juicio experto sino a características fundamentales de selección académica para poder cumplir con las competencias y aprendizajes esperados de los programas de estudio de la carrera de traducción en INACAP Chile y su respectivo perfil de egreso. Translation activity is by nature a complex process in terms of knowledge. There are linguistic rules and cultural guidelines in order to communicate one’s message to another language. Terminology complexity (Cabré, 2003) is an important variable that can directly affect translation learning and second language acquisition, when not considering teaching criteria in selecting academic texts for the students. The final objective of this project was to create an instrument that allows teachers to select and classify the complexity levels stated in each translation class program for low, intermediate and high complexity texts. This is to standardize the text selection process to which the students are exposed to when learning translation at INACAP University. The project aims to define the fundamental criteria in an instructional portfolio, so as each program can develop a competence-based approach related to the translation, the selection of source texts to translate is not up to each teacher’s expert opinion, but to the fundamental features of the academic text selection. All this is in order to accomplish the objective of each class program and achieve the exit profile.

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.

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