Teacher selection : evidence-based practices / Robert M. Klassen, Lisa E. Kim.
Klassen, Robert M.; Kim, Lisa E.
2021
LB2835
Available Online

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Title Teacher selection : evidence-based practices / Robert M. Klassen, Lisa E. Kim.
Author Klassen, Robert M.
ISBN 9783030761882 (electronic bk.)
3030761886 (electronic bk.)
303076186X
9783030761868
DOI https://doi.org/10.1007/978-3-030-76188-2
Imprint Cham, Switzerland : Springer, 2021.
Language English
Description 1 online resource
Other Standard Identifiers 10.1007/978-3-030-76188-2 doi
Call Number LB2835
Dewey Decimal Classification 371.10068/3
Summary Marketing text: This book combines theory and research from educational and organizational psychology to provide guidance on improving the teacher selection process and, subsequently, educational outcomes for all students. The book identifies the characteristics of effective teachers, analyzes research on selection practices, and examines new approaches to teacher selection, recruitment, and development. The central premise of the book is that improving the effectiveness of teachers and, thus, students educational outcomes can be achieved by making the recruitment and selection process more effective and more efficient. Accordingly, the book describes how to identify and select individuals for the teaching profession who display both strong cognitive attributes (e.g., subject knowledge) and essential non-cognitive attributes such as resilience, commitment to the profession, and motivation for teaching. Key topics Teacher selection practices from the viewpoint of organizational and educational psychology Teacher effectiveness and the role of individual attributes Situational judgment tests (SJTs) and multiple mini-interviews (MMIs) for teacher selection Implementation of teacher selection programs Teacher recruitment and development Given its scope, the book represents an essential reference guide for scholars, educational leaders and policymakers, and graduate students in educational leadership programs, as well as professionals in child and school psychology, educational psychology, teaching and teacher education.
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Source of Description Online resource; title from PDF title page (SpringerLink, viewed October 14, 2021).
Added Author Kim, Lisa E.
Available in Other Form Print version: 9783030761868
Linked Resources Online Access
Record Appears in Online Resources > Ebooks
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Intro
Preface
Acknowledgements
Contents
About the Authors
1 The Importance of Selecting the Most Effective Teachers
1.1 Strengthening the Teacher Workforce
1.2 Teacher Selection is a 'Quick Win'
1.3 Why Teacher Selection Matters
1.4 The Costs and Benefits of Teacher Selection
1.5 Purpose and Overview of the Book
1.6 Chapter Summary
References
Part I Identifying the Characteristics of Effective Teachers
2 What Does 'Teacher Effectiveness' Look like?
2.1 Teacher Effectiveness
2.2 Measuring Teacher Effectiveness

2.3 Trajectories of Teacher Effectiveness
2.4 Teacher Effectiveness and Related Outcomes
2.5 Are Effective Teachers Born or Made?
2.6 Chapter Summary
References
3 The Role of Individual Attributes in Teacher Selection
3.1 Individual Attributes
3.2 The Distinction Between Cognitive and Non-Cognitive Attributes
3.3 Individual Attributes and Teacher Effectiveness
3.4 Research on Attributes Related to Teacher Effectiveness
3.5 Inductive, Deductive, and Integrated Approaches
3.6 Cross-Cultural Perspectives: Which Attributes Are Universal?
3.7 Chapter Summary

Part III Teacher Selection: Past, Present, and Future
6 Teacher Selection: History and Current Practices
6.1 Historical Perspective on Teacher Selection
6.2 Need for Teacher Selection
6.3 Selecting Candidates for ITE
6.4 Selecting Teachers into Employment
6.5 How Valid Are Current Selection Methods?
6.6 Reviews of Research on Teacher Selection Practices
6.7 Chapter Summary
References
7 Situational Judgment Tests and Their Use for Teacher Selection
7.1 Situational Judgment Tests
7.2 Situational Judgment Tests for Teacher Selection

7.3 Developing SJTs: A Collaborative Approach
7.4 Adapting Content for New Settings
7.5 Chapter Summary
References
8 Developing Multiple Mini-Interviews for Teacher Selection
8.1 The Problem with Conventional Interviews
8.2 Multiple Mini-Interviews (MMIs)
8.3 MMIs for Selection in Teacher Education
8.4 Developing MMIs for Teacher Selection in the UK
8.5 Key Suggestions for MMI Implementation
8.6 Next Steps and Chapter Summary
References
9 Designing and Implementing a Teacher Selection Program

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