Testing in Professional Education

McGuire, Connor

doi:10.2307/1169590

Cited by 2 publications

(1 citation statement)

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“…Support for such an hypothesis has existed for many years (Ghiselli, 1955;Lindquist, 1951;McGuire, 1968;McGuire & Babbott, 1967;Weislogel & Schwartz, 1955), but as yet few tests of the hypothesis have been made. Specifically, according to this framework, the second cluster of variables reviewed should be more powerful as predictors of success in teaching than the first; the third cluster more powerful than the second; etc.…”

Section: Teacher Effectiveness Research and Its Implications For Teacmentioning

confidence: 99%

Chapter 9: Research on Teacher Selection

Schalock¹

1979

Review of Research in Education

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Three trends have merged during the past few years that point to the importance of teacher selection. First, research on teacher effectiveness (Brophy, 1973;Berliner & Tikunoff, 1976;Good & Grouws, 1977;Veldman & Brophy, 1974) has shown clearly that some teachers are more effective than others in achieving desired learning outcomes in children. Second, national and state evaluation studies continue to show a decline in student achievement (National Center for Education Statistics, 1976;Wirtz, 1977). Third, there presently is an oversupply of teachers, and this oversupply is expected to continue. According to the National Center for Education Statistics (1976), it is anticipated that by 1980 there will be nearly two beginning teachers for every available teaching job. Moreover the present-day work force of teachers is young, with nearly one in three teachers having entered the profession within the past five years (Learning: The magazine for creative teaching [Supplement], 1977). The continuing press for excellence on the part of teachers, the large backlog of teachers, and the likelihood of few teachers being able to enter the profession in the years ahead combine to heighten the importance of assuring excellence on the part of those who obtain a teaching position.There are various points in the teacher selection process where quality control is exerted (Arnold, Denemark, Nelly, Robinson, & Sagan, 1977). Admittance to a teacher preparation program is one. Admittance to student teaching, recommendation for initial certification, hiring, recommendation for job renewal, recommendation for continuing certification, and recommendation for tenure are others. In some districts and states this selection process, after a person obtains an initial teaching certificate, can occur within a single year. In most cases, however, three to five years of successful teaching are required before tenure is granted. Once past this point, as hiring and firing practices are Richard Hersh was the editorial consultant for this chapter. choose teaching as an occupation assumes great importance. This is especially so for the students who are most likely to be successful teachers. Teaching as an occupational choice is a neglected aspect of research on teacher selection, and needs to be pursued. CRITERIA FOR ADMISSION TO TEACHER EDUCATION PROGRAMSStudents typically enter teacher preparation programs as college juniors. Some institutions require prospective teachers to enroll in freshman or sophomore courses as part of the professional preparation program, but this is an exception rather than a rule. For all intents and purposes selective criteria for entry to teaching do not come into play until the completion of two years of college.A number of regional and national surveys have been conducted to determine criteria used in selecting applicants to teacher preparation programs. Surveys of institutions in the north-central states (Brubaker & Patton, 1975), midwestern states (Inlow, 1960) and the western states (Nunney, Fiala, & Lewis, 1963) hav...

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Section: Teacher Effectiveness Research and Its Implications For Teacmentioning

confidence: 99%