東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Information -rich, information -poor...

Liu, Edward.

FindBook

Google Book

Amazon

博客來

Information -rich, information -poor: New teachers' experiences of hiring in four states.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Information -rich, information -poor: New teachers' experiences of hiring in four states./
作者:	Liu, Edward.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2004,
面頁冊數:	197 p.
附註:	Source: Dissertations Abstracts International, Volume: 66-04, Section: A.
Contained By:	Dissertations Abstracts International66-04A.
標題:	School administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134490
ISBN:	9780496817177

Information -rich, information -poor: New teachers' experiences of hiring in four states.
Liu, Edward.

Information -rich, information -poor: New teachers' experiences of hiring in four states. - Ann Arbor : ProQuest Dissertations & Theses, 2004 - 197 p.

Source: Dissertations Abstracts International, Volume: 66-04, Section: A.

Thesis (Ed.D.)--Harvard University, 2004.

This item must not be sold to any third party vendors.

Despite increased concern about issues related to teacher quality, there has been little empirical research on how teachers are hired and even less on teachers' experiences of the hiring process. Most existing studies of teacher hiring were conducted at a time of teacher surplus rather than shortage. They also tended to analyze hiring from the perspective of districts and schools, thus depicting it as a one-way process in which schools evaluate candidates, and obscuring the role hiring also plays in providing information and signals to applicants. This dissertation, organized as a set of three articles, explores how new teachers are being hired today and presents findings from a survey of a representative random sample of 486 new teachers in California, Florida, Massachusetts, and Michigan. The study conceives of hiring as a two-way process and examines the extent to which the hiring process provides opportunities for prospective teachers and schools to collect rich information about, and form accurate impressions of, one another-an important prerequisite for achieving good matches between individuals and schools. Analysis of the data reveals that while much of the hiring of new teachers is now decentralized or school-based, it is still relatively information-poor. Few candidates interact with current teachers, students, or parents during the hiring process. As a result, new teachers form only moderately accurate pictures of their future schools and jobs. The data also reveal that up to one third of new teachers in the four states are hired extremely late-i.e., after the school year has started. Finally, the study provides evidence that new teachers who do experience information-rich hiring are more satisfied with their jobs than new teachers who do not. These findings have implications for school and district efforts to improve teacher retention and teacher effectiveness.

ISBN: 9780496817177Subjects--Topical Terms:

3172164
School administration.
Subjects--Index Terms:

Beginning teachers

Information -rich, information -poor: New teachers' experiences of hiring in four states.
LDR:03185nmm a2200385 4500 001 2273542
005 20201109122552.5
008 220629s2004 ||||||||||||||||| ||eng d
020 $a 9780496817177
035 $a (MiAaPQ)AAI3134490
035 $a AAI3134490
040 $a MiAaPQ $c MiAaPQ
100 1 $a Liu, Edward. $3 3550992
245 1 0 $a Information -rich, information -poor: New teachers' experiences of hiring in four states.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2004
300 $a 197 p.
500 $a Source: Dissertations Abstracts International, Volume: 66-04, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Johnson, Susan Moore.
502 $a Thesis (Ed.D.)--Harvard University, 2004.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Despite increased concern about issues related to teacher quality, there has been little empirical research on how teachers are hired and even less on teachers' experiences of the hiring process. Most existing studies of teacher hiring were conducted at a time of teacher surplus rather than shortage. They also tended to analyze hiring from the perspective of districts and schools, thus depicting it as a one-way process in which schools evaluate candidates, and obscuring the role hiring also plays in providing information and signals to applicants. This dissertation, organized as a set of three articles, explores how new teachers are being hired today and presents findings from a survey of a representative random sample of 486 new teachers in California, Florida, Massachusetts, and Michigan. The study conceives of hiring as a two-way process and examines the extent to which the hiring process provides opportunities for prospective teachers and schools to collect rich information about, and form accurate impressions of, one another-an important prerequisite for achieving good matches between individuals and schools. Analysis of the data reveals that while much of the hiring of new teachers is now decentralized or school-based, it is still relatively information-poor. Few candidates interact with current teachers, students, or parents during the hiring process. As a result, new teachers form only moderately accurate pictures of their future schools and jobs. The data also reveal that up to one third of new teachers in the four states are hired extremely late-i.e., after the school year has started. Finally, the study provides evidence that new teachers who do experience information-rich hiring are more satisfied with their jobs than new teachers who do not. These findings have implications for school and district efforts to improve teacher retention and teacher effectiveness.
590 $a School code: 0084.
650 4 $a School administration. $3 3172164
650 4 $a Public administration. $3 531287
653 $a Beginning teachers
653 $a Hiring
653 $a Job satisfaction
653 $a Recruitment
653 $a Teacher retention
690 $a 0514
690 $a 0617
710 2 $a Harvard University. $3 528741
773 0 $t Dissertations Abstracts International $g 66-04A.
790 $a 0084
791 $a Ed.D.
792 $a 2004
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134490