The Use of Biodata in Admissions to Teacher Education

Smith, H. A.; Pratt, Dave

doi:10.1177/0022487196047001008

Cited by 22 publications

(35 citation statements)

References 18 publications

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“…Casey and Childs (2011) note that there is a relationship between applicants' academic averages and their success in teacher education programs, but caution that this relationship may be limited to the academic portions of these programs. Further, academic averages do not seem to serve as strong predictors of a candidate's performance once they enter the profession (Ackley et al, 2007;Smith & Pratt, 1996). As a result, Smith and Pratt (1996) contend that academic averages should be used alongside other assessment tools such as those included in the remainder of this section.…”

Section: Academic Averagesmentioning

confidence: 98%

“…As Casey and Childs (2011) note, different programs use different combinations of these tools to make their admissions decisions. How these tools are used, however, is not always made explicit (Smith & Pratt, 1996). Further, stakeholders are often resistant to changing which admissions tools are used (Marrin et al, 2004).…”

Section: Assessment Tools In Admissionsmentioning

confidence: 99%

“…Despite their popularity, individual interviews are criticized for their low reliability, particularly those interviews which are less structured or which focus on past behaviour rather than situational responses (Blouin, 2010;Petrarca & LeSage, 2014;Smith & Pratt, 1996). While programs may develop highly structured protocols for their interviews, "the extent to which these protocols [are] implemented is unknown" (Petrarca & LeSage, 2014, p. 258).…”

Section: Individual Interviewsmentioning

confidence: 99%

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Choosing how we choose: A review of teacher education admissions literature

Holden¹,

Kitchen²

2017

teachlearn

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Regulation 283/13 and the Ontario Ministry of Education's decision to reduce teacher education admission rates by 50% provide a clear opportunity to reflect on the alignment between admissions practices and the programs that they serve. This article presents an overview of teacher education admissions literature, identifying the many purposes that admissions processes serve, the ways teacher educators may connect purpose to practice, as well as the equity issues inherent to program admissions. The strengths and limitations of seven common assessment tools are also presented. This information will be of interest to stakeholders involved in teacher education, and is intended to support teacher educators in making informed selection and admission decisions for their particular programs.

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Section: Academic Averagesmentioning

confidence: 98%

Section: Assessment Tools In Admissionsmentioning

confidence: 99%

Section: Individual Interviewsmentioning

confidence: 99%

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Choosing how we choose: A review of teacher education admissions literature

Holden¹,

Kitchen²

2017

teachlearn

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“…Overall, academic unit heads and instructors concurred that ethics is an important aspect of the pre-service teacher education, that an introductory ethics course can have a significant impact on students' ethical behaviour and development, and that it is important to take into account students' ethical qualities in the admissions process -presumably through selection practices such as requiring applicants to outline related work experiences and reasons for pursuing a teaching career (Smith & Pratt, 1996), reference letters (Caskey, Peterson, & Temple, 2001), or less commonly, the applicant's performance during an admissions interview (Denner, Salzman, & Newsome, 2001). …”

Section: Perspectives On Ethics Education and Ethical Influences In Pmentioning

confidence: 99%

A Survey of Ethics Curriculum in Canadian Initial Teacher Education

Maxwell

Tremblay-Laprise

Filion

2016

mje

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This paper reports the results of a survey on ethics education in initial teacher education in Canada. Using an online survey and an academic calendar analysis, data was collected on ethics course requirements, perceptions about ethics content, institutional factors mediating the implementation of ethics courses, and teaching and learning objectives. Unexpectedly, the results showed that a required ethics course is as common in teacher education in Canada as it is in medical education and that an ethics curriculum is regarded highly by Canadian teacher educators as an aspect of teacher education. The paper concludes by suggesting directions for future research and underlining the need for network building in the area of ethics education for teachers in Canada.Cet article présente les résultats d’une étude par sondage sur l’éducation à l’éthique professionnelle dans la formation initiale des enseignants au Canada. À l’aide d’un questionnaire en ligne et d’une analyse des offres de cours, des données ont été recueillies sur les exigences des cours d’éthique professionnelle, les perceptions sur le contenu des cours, les facteurs institutionnels conciliant la mise en place des cours d’éthique et les objectifs de lecture et d’apprentissage. Contre toute attente, les résultats ont démontré que les cours d’éthique professionnelle sont aussi communs dans les programmes de formation initiale en enseignement que dans les programmes de médecine, mais également que l’éthique professionnelle est considérée par les formateurs canadiens comme un aspect essentiel de la formation à l’enseignement. L’article conclue en suggérant des directives pour les recherches futures et en soulignant la nécessité de créer un réseau dans le domaine de l’éthique professionnelle dans les programmes de formations initiale en enseignement au Canada

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“…Sudzina and Knowles (1993) point out the importance of age, gender, and finding a good match in school placements. Smith and Pratt (1996) describe a carefully researched approach to admissions for teacher education, which has determined that a structured personal statement score by trained raters in combination with academic indicators, provide a useful prediction of program success.…”

Section: Review Of the Literaturementioning

confidence: 99%

Predicting performance in a teaching internship

et al. 1996

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How did this person ever get in the program? What factors contributed to this intern's outstanding success? Supervisors of student teachers and teacher preparation program faculty frequently ask these questions as they strive to improve the quality of the teachers they prepare. This study investigates the nature of outstanding and weak performance in a teaching internship and how to predict that performance.In this study of university supervisors' evaluations of interns in a year-long internship, we highlighted opposing groups, looking at interns identified as either outstanding or weak. Examining these extremes allowed us to look for contrasts and isolate critical variables that seem to have eluded us in looking at entire populations.Written assessments from supervisors were used to produce descriptions of weak and outstanding interns and to establish factors that appeared to contribute to either outstanding performance or weak performance in teaching. From student records a number of possible predictor variables were examined including undergraduate GPA, gender, age, placement in cluster sites (PDSs), grades in education courses, Graduate Record Examination scores (verbal, quantitative, and analytical) and both university professors' and cooperating teachers' recommendations from an early experience course taken prior to admission to internship.We looked at weakness rather than failure, since failure is determined by failing grades (which are extremely rare) or by failure to complete internship, which can be attributed to a number of causes other than actual potential for teaching. Marginal performance or weakness in internship, turned out to be all too frequent--representing 11% of interns surveyed in a program priding itself on excellence in its graduates. Sixteen percent of the sample were identified as outstanding interns. 272 M.D. ANDREW ET AL. ContextThe context for the study was the five-year program at the University of New Hampshire. This integrated, undergraduate-graduate program culminates in a yearlong internship at the graduate level. The five-year program begins with an undergraduate semester of early experience in which students complete 65 hours of classroom work that is focused on the performance of teaching tasks. Cooperating teachers supervise this experience and give students all the teaching responsibility they feel the student can handle. A university professor works closely with cooperating teachers and runs a weekly seminar focusing on the classroom teaching experience as well as other elements of schooling and the role of the teacher. Approximately thirty percent of students decide not to continue in the teacher education program as a result of this course. Many are counseled out, and honest feedback regarding teaching potential is stressed for both cooperating teachers and university faculty.In the senior year, students who successfully completed the early experience course and who have completed other required professional course work apply for the internship. Approximately 25% are de...

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The Use of Biodata in Admissions to Teacher Education

Cited by 22 publications

References 18 publications

Choosing how we choose: A review of teacher education admissions literature

Choosing how we choose: A review of teacher education admissions literature

A Survey of Ethics Curriculum in Canadian Initial Teacher Education

Predicting performance in a teaching internship

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