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Selecting teachers and prospective teachers: a meta-analysis

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Selecting teachers and prospective teachers : a meta-analysis. / Klassen, Robert Mark; Kim, Lisa.

In: Educational Research Review, Vol. 26, 02.2019, p. 32-51.

Research output: Contribution to journalReview article

Harvard

Klassen, RM & Kim, L 2019, 'Selecting teachers and prospective teachers: a meta-analysis', Educational Research Review, vol. 26, pp. 32-51. https://doi.org/10.1016/j.edurev.2018.12.003

APA

Klassen, R. M., & Kim, L. (2019). Selecting teachers and prospective teachers: a meta-analysis. Educational Research Review, 26, 32-51. https://doi.org/10.1016/j.edurev.2018.12.003

Vancouver

Klassen RM, Kim L. Selecting teachers and prospective teachers: a meta-analysis. Educational Research Review. 2019 Feb;26:32-51. https://doi.org/10.1016/j.edurev.2018.12.003

Author

Klassen, Robert Mark ; Kim, Lisa. / Selecting teachers and prospective teachers : a meta-analysis. In: Educational Research Review. 2019 ; Vol. 26. pp. 32-51.

Bibtex - Download

@article{f6d661af398244ec90562f98aae36974,
title = "Selecting teachers and prospective teachers: a meta-analysis",
abstract = "The purpose of this review article was to examine the methods used for the selection of teachers for employment and prospective teachers entering initial teacher education (ITE) programs, and to assess the predictive validity of these methods. We reviewed 32 studies reporting selection methods administered in high-stakes conditions and that included an external (not self-reported) teacher effectiveness outcome measure. The overall effect size was small but significant (r = 0.12, p <.001). Moderator analyses showed that academic and non-academic predictors were both significantly associated with teacher effectiveness measures and that effect sizes were small (but significant) for selection into employment and ITE. We conclude the review by proposing a research agenda that has the potential to enhance educational outcomes by improving the selection of prospective teachers.",
keywords = "Initial teacher education, Personality, Recruitment, Teacher characteristics, Teacher selection",
author = "Klassen, {Robert Mark} and Lisa Kim",
note = "{\textcopyright} 2019 The Authors. Published by Elsevier Ltd. ",
year = "2019",
month = feb,
doi = "10.1016/j.edurev.2018.12.003",
language = "English",
volume = "26",
pages = "32--51",
journal = "Educational Research Review",
issn = "1747-938X",
publisher = "Elsevier Ltd",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Selecting teachers and prospective teachers

T2 - a meta-analysis

AU - Klassen, Robert Mark

AU - Kim, Lisa

N1 - © 2019 The Authors. Published by Elsevier Ltd.

PY - 2019/2

Y1 - 2019/2

N2 - The purpose of this review article was to examine the methods used for the selection of teachers for employment and prospective teachers entering initial teacher education (ITE) programs, and to assess the predictive validity of these methods. We reviewed 32 studies reporting selection methods administered in high-stakes conditions and that included an external (not self-reported) teacher effectiveness outcome measure. The overall effect size was small but significant (r = 0.12, p <.001). Moderator analyses showed that academic and non-academic predictors were both significantly associated with teacher effectiveness measures and that effect sizes were small (but significant) for selection into employment and ITE. We conclude the review by proposing a research agenda that has the potential to enhance educational outcomes by improving the selection of prospective teachers.

AB - The purpose of this review article was to examine the methods used for the selection of teachers for employment and prospective teachers entering initial teacher education (ITE) programs, and to assess the predictive validity of these methods. We reviewed 32 studies reporting selection methods administered in high-stakes conditions and that included an external (not self-reported) teacher effectiveness outcome measure. The overall effect size was small but significant (r = 0.12, p <.001). Moderator analyses showed that academic and non-academic predictors were both significantly associated with teacher effectiveness measures and that effect sizes were small (but significant) for selection into employment and ITE. We conclude the review by proposing a research agenda that has the potential to enhance educational outcomes by improving the selection of prospective teachers.

KW - Initial teacher education

KW - Personality

KW - Recruitment

KW - Teacher characteristics

KW - Teacher selection

UR - http://www.scopus.com/inward/record.url?scp=85059526376&partnerID=8YFLogxK

U2 - 10.1016/j.edurev.2018.12.003

DO - 10.1016/j.edurev.2018.12.003

M3 - Review article

VL - 26

SP - 32

EP - 51

JO - Educational Research Review

JF - Educational Research Review

SN - 1747-938X

ER -