The number of proprietary (for-profit) colleges and traditional universities who offer online teacher credential programs is increasing, yet there is skepticism regarding the quality of such schools and credentialing programs. This study sought to understand the perceptions that school principals have, and whether or not it affects their decision to hire a teacher candidate from a for-profit school or online credential program. The research includes a survey of over 100 school principals and 20 in-depth interviews. This study is crucial for anyone considering a career in teaching, and their choice of colleges and credential programs.
Through this book it is overviewed that reasons of turnover, turnover cost, components of comprehensive induction program, an example of comprehensive induction program, and various teacher learning theories and it is examined that the impacts of mentoring and induction activities on beginning teacher turnover using nationwide large data set of the School and Staffing Survey, 1999-2000 and the Teacher Follow-up Survey, 2000-2001 in the USA. To have more rigorous analysis, two restrictions are considered. First, turnver teachers are divided into four different subgroups. Second, various school characteristics and teacher characteristics are controlled. Through the analysis it is revealed that mentoring program showed positive influences on elementary beginning teachers'' turnover. Related to induction programs three induction activities are beneficial in significantly reducing turnover rates for beginning teachers: Seminars, common planning times, and extra classroom assistance.
The purpose of this study was to analyze and compare present secondary teacher education programs and it practices relating to different components of curriculum in Bangladesh and Philippines. Secondary teacher education programs in the two education systems were investigated through different documents analysis and curriculum review. The study showed that there are some important similarities and contrasts between two programs. The philosophies and the policies of teacher education in both countries represent an extensive variety of social, economic, political and cultural context. Both curricula place emphasis on holistic development and potentialities for present and prospective teachers on the basis of different skills of teaching, knowledge, values, attitudes, talents, interests, and confidence. In contrast, it has been found that science subjects are in insignificant position than liberal arts subjects in Bangladesh secondary teacher education curriculum compare to Philippines. The study recommends that Bangladesh secondary teacher education program needs some changes, particularly in course duration; need addition of some new subjects like value education and field study.
There is a blend of various personality traits on which the selection and recruitment of an employee is based upon and physical appearance in particular always matter once an organization goes for hiring new entrants. This book provides a comprehensive view of the employers and employees both in order to show the relationship of a candidate's general physical appearance, educational qualifications, dressing style, gender, attractive communication skills, and sometimes candidate’s photograph on resume with the process of selection and recruitment within organizations. The research analysis should shed some light on this exciting and different issue and should be especially useful to professionals in Human Resources field, or anyone else who may be involved in recruiting at any hierarchical level.
Teacher training programs have been developing in Nepal on experts’ perceptions rather than teachers’ need. Few attempts have been made to develop teacher training programs by adopting needs assessment procedure. This book discusses the concept and approaches of needs assessment. Also, it briefly overviews the development of teacher training programs in Nepal. This is an attempt to assess the needs of secondary school mathematics teacher and suggest the components to be incorporated into teacher training programs. The study result reveals that existing in-service training of secondary school mathematics teacher is inadequate to meet the needs of mathematics teachers and to face the new challenges. So, the training program needs to be improved. Training needs are of different areas, i.e. instructional planning; material preparation; innovative teaching methods; classroom management; conflict management; contextualization of subject matter; action research; remedial teaching; communication skills; need and interest identification; learning process; group work; student assessment; self-evaluation; updating; community skills; teaching particular contents of mathematics.
Distance education as an educational endeavor has been established and approved widely not as a matter of choice or as an alternative, but as a compulsion of time. To fill in the shortages and inefficiencies of teacher education worldwide, this mode has been considered by many as an alternative as it raises the quality and quantity of the teaching force and develops teachers professionally while still working in their work environment. The main thrust of this book is to examine and explore the wide range of initiatives that are taking place in distance education, teacher satisfaction, and the programs’ social, economical, political, and cultural impact on the teachers.
When developing tools for evaluation of teacher education programs, it is crucial to know what the adequate dimensions the evaluation instruments should cover are. In other words: How we can describe a competent teacher? In the literature we can find numerous attempts to describe what competences teacher education programs should produce. Teacher competence is defined as the ability of a teacher to deal adequately with the demands of the teaching profession using an integrated set of knowledge, skills and attitudes as manifested in both the performance of the teacher and reflection on his or her performance, In other words, professional competences are the systems of knowledge, skills, abilities and motivational disposition which provide the effective realization of the professional teaching activities.
The stable reserves of humus in soils owe their origin primarily to humic acids and humins. The general principle follows that for accumulation of humus in soils it does not suffice to add additional quantities of organic matter in the form of plant residue, manure or other organic material. Simultaneous with such application, conditions must be created that ensure complete humification of organic compounds that is their conversion mostly in to humic acids or humin. Evidences are available that soil organic matter levels increased markedly in plots receiving farm yard manure and long term continued use of inorganic fertilizers containing N, P, K and Mg has increased organic matter levels. Hence this investigation was taken up to evaluate the effect of long term organic and inorganic additions on content of humic substances on Vertisols to study the effect of applied fertilizer nutrients on organic carbon content and content of humic acid, fulvic acid and humin + nonhumic matter. The results revealed that balanced NPK through inorganic sources significantly increased the organic carbon, humic acid, fulvic acid, humin + nonhumic matter and mineralizable nitrogen status in soil.
Reflection-on-practice has become a criticalcomponent of teacher professional development overthe past decade. As a result, it is increasinglyimportant for teacher educators to better understandthe relationship between reflection and thedevelopment of professional expertise. This studyinvolved a particular kind of self-reflection thatutilized video of credential candidates’ own teachingas the object of reflection. Reflection on the lessonwas facilitated by either mental recall or videotapedlesson analysis. Video analysis is a powerful tool tosupport the growth of preservice teachers in makingthe critical connections between theoretical pedagogyand classroom interactions. Video analysis of theirown classroom performance can shift reflections frombeing centered on teacher actions to looking morebroadly at teacher and student interactions. Theeffects of video analysis can persist over time andsupported the professional growth of new teachers.The results of this study strongly suggest thatprofessional development activities that targetimproved reflection-on-practice through the use ofvideo analysis can be effective.
The Texas Education Agency’s Social Studies Texas Assessment of Knowledge and Skills results show an achievement gap between males and females for every criterion from 2003-2007. The Texas results mimic a gender gap reported by College Board Texas AP U.S. history exams and the 2006 National Assessment of Education Programs United States assessment for 8th and 12th graders. Literature and education research outline the background of history education programs, social studies assessment programs, and different theoretical frameworks regarding male and female learning. A Transformative Sequential Mixed Method/Model Design was used for this study. Findings show both female and male students believe the teacher to be in complete control of student learning; whereas administrators and teachers find the teacher to be a recipient of the pressures from the statewide accountability and external influences. Female students are shaped by the influences of their outside life and find the subject matter covered by the social studies irrelevant. Male students feel more personally involved in the history and social studies subject matter and find it important and interesting.
Technological Pedagogical Content Knowledge (TPACK) is a framework to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment. The idea was originated from pedagogical content knowledge (PCK). The introduction of instructional technology in the teaching learning environment breeds the notion. It connotes the integration of instructional technologies in the education world. The proponents of TPACK argue that effective technology integration for teaching specific content or subject matter requires understanding and negotiating the relationships between three components: technology, pedagogy, and content. Therefore, teacher educators nowadays are beginning to stress the need for TPACK development in teacher preparation programs. The book is aimed at recommending the possible application of the framework in Ethiopian teacher preparation in general and English language teacher education in particular.
In this book, you will find teacher educators’ perceptions about teacher dispositions in terms of whether dispositions are teachable or not, importance of dispositions to be a teacher, and integration methods of dispositions in the teacher education programs. The reader will find the debate in teacher education about integration of teacher dispositions in the programs required to be a good teacher. From perspectives of teacher educators, this book presents the perceptions of 118 teacher educators in eleven NCATE accredited teacher education programs in Florida. This book presents helpful information for teacher educators, researchers, and policymakers about what are teacher dispositions, how can we integrate them in programs, and which dispositions are important to be a teacher.
A practical step-by-step approach to hiring the right person. Every hiring manager knows that the traditional hiring and interviewing process is a poor tool for predicting organizational fit and future on-the-job success. Behavioral interviewing can improve your chances of picking the right candidate two to five times over traditional processes. It focuses on how the candidate works rather than on skills, qualifications, and impressions. The Talent Edge shows how you can develop a concrete understanding of what your own top performers do differently than the majority of their peers, and how to translate that knowledge into a better hiring system. While using case studies from organizations that have successfully transformed their hiring practices, the book articulates the business case for a Behavioral Interviewing system, and provides a roadmap for implementing it. Comprehensive coverage includes: how to write job profiles and translate them into questions and answers that can be used in the interview; how to prepare for the interview, ask questions, and probe for the right information. The book also offers advice on how behaviors that are defined and proven to be useful in the hiring process can be incorporated into performance management, career development, and succession planning.
Globalization can have different effects on an economy depending on its size. In general, big economies are more likely to influence smaller economies than the other way around. But does this really occur? Does it matter with whom you trade? This book focusses on the question whether it is better for the economic growth of a country to trade with a larger or with a smaller economy. It starts with an overview over the relevant literature concerning foreign influence and welfare, cross-border externalities and spillovers and trade and growth. In the second part, these insights are empirically tested, with GDP per capita growth as the dependent variable. Together with some structural characteristics, like initial GDP per capita and population growth, the effect of openness is measured. Furthermore, two interaction terms are used to test whether the relative size and the relative wealth of the main trading partners of a country matters for its economic growth.