Instructors of online courses face unique challenges to ensure student interaction with course material. Sometimes, even the most exciting content is insufficient in an attempt to engage students. Online, asynchronous discussions offer promise as a means to increase student-to-student and student-to-content interaction and, ultimately, student satisfaction with online courses. The modification of structured discussion protocols designed for use in face to face environments offers instructors of online courses an efficient method of adding purpose and structure to asynchronous discussions. This research employed a quasi-experimental, nonequivalent group design to examine students' perception of asynchronous discussion before and after applying a structured discussion protocol that included a clear statement of purpose, directions for participation, and a grading rubric. Results from the data analysis indicated that student perception of online asynchronous discussions improved when a structure was added. Results also showed a lower level of dissatisfaction when discussions were structured.
The link between student success and teacher quality has been made clear by decades of research; therefore, it is imperative that principals hire the teachers most likely to impact student outcomes positively. Hiring high-quality teachers is especially important in urban and rural schools where students are more likely to face a variety of family and community-based barriers to learning. This study was designed to examine the actual hiring processes utilized in schools located in urban, rural, and suburban communities in the USA to determine the extent to which differences exist and whether those differences are likely to impact teacher quality. Data were gathered using a survey e-mailed to principals in ten states in the southern and western regions of the United States. Analysis indicated that differences in application, hiring processes, and the criteria used for decision making exist and may result in unequal teacher quality.
Student success is dependent on teacher quality; therefore, it is imperative that principals hire the teachers most likely to experience success as measured by the impact on student outcomes. This study investigated teacher hiring processes to determine the extent to which practices that are supported by selection science and teacher quality research are utilized by school principals. Data were gathered using a survey e-mailed to principals in ten states in the southern and western regions of the United States. Analysis indicated that principals do not use consistent processes and vary the hiring approach based on their opinion of conditions. Principals favor traditional interviews as the primary teacher selection instrument and are unlikely to utilize predictive screening tools or research-based structured interviews. In most cases, principals do not make final hiring decisions based on measurable data or research-based qualities known to be predictive of high teacher performance. Most principals reported extremely limited teacher selection training through one-time workshops and graduate courses. This research is limited by the participation of principals in only ten states but implies that there is a disconnect between research-based best practices for teacher hiring and the actual processes used by principals.
This essay describes the work of faculty at a public university in the southeast to align their application process with CPED principles through the addition of structured behavioral interviews. Their work was grounded in the premise that redefinition of the Ed. D. program to focus on the effective preparation of scholarly practitioners also requires a redefinition of the type of student who is most likely to benefit and, consequently, how the applicants most likely to achieve success are identified and admitted. A structured interview was added to the application process as a tool to gather data to accurately predict the likelihood of student success in the program and as a leader of change in schools. The development of the interview was guided by selection science literature, and questions were aligned to essential student attributes. Although the interview questions and process are still evolving, data from the initial administration suggests that the interview has promise as a useful element of the candidate selection process.
Student success is dependent on teacher quality; therefore, principals must hire the most effective teachers in order to ensure continuous school improvement. This study investigated teacher hiring processes to determine the extent to which principals use research-based practices that are most likely to identify high-quality teachers. This study also sought information about the type of personnel selection training principals receive and confidence of the principal in their ability to hire high-quality teachers. Data were gathered using a survey e-mailed to principals in ten states in the southern and western regions of the United States. Analysis indicated that principals favor traditional interviews as the primary teacher selection instrument and are unlikely to utilize predictive screening tools or research-based structured interviews. In most cases, principals do not make final hiring decisions based on measurable data or research-based qualities known to be predictive of high teacher performance. Most principals reported minimal teacher selection training through one-time workshops and graduate courses and yet possess a high degree of confidence in their skill to hire the best teachers.
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