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1.
I. Phillip Young 《Journal of Personnel Evaluation in Education》2005,18(3):185-199
This study addresses the screening decisions for a national random sample of high school principals as viewed from the attraction-similarity theory of interpersonal perceptions. Independent variables are the sex of principals, sex of applicants, and the type of focal positions sought by hypothetical job applicants (teacher or counselor). Dependent variables are principals’ assessments of job candidates’ skills on specific job related criteria and the perceived probability of extending job candidates an interview opportunity. Principals’ assessments of hypothetical applicants were cast into a 2×2×2 completely crossed factorial design and were analyzed through a stepdown analysis of variance procedure. By approaching selection as a process, these results fit within the tenets as suggested by the attraction-similarity paradigm. Similar sex pairings between principals and applicants were more likely to be extended interview offers than dissimilar sex pairings regardless of the focal position under consideration.This research was supported in part by the University of California Educational Research Center (UCERC). Contents of this article are those of the authors and do not necessarily reflect those of UCERC. 相似文献
2.
Paul A. Winter Chad L. Kjorlien 《Community College Journal of Research & Practice》2013,37(7):547-566
The study reported in this article was a factorial experiment that addressed the usefulness of the Rynes and Barber (1990) applicant attraction model and the Byrne (1971) similarity-attraction hypothesis as theoretical frameworks for conducting empirical research about community college faculty recruitment. Study participants (N = 136) were business professionals completing the masters of business administration degree who position announcements of community college business faculty vacancies. The independent variables were job mobility (relocation required vs. relocation not required), recruiter background (business vs. education), and applicant gender. The dependent variable was a composite rating for applicant reaction to a job described in a faculty position announcement. Both male and female applicants rated jobs most favorably when the job did not require relocation F(1,128) = 5.16, p.05 and the recruiter conveying the job message had a professional background similar to that of the applicant F(1,128) = 11.97, p.001. These findings have implications for theory, educational recruitment practice, and future research. 相似文献
3.
在教育行政管理理论中，女性管理者的经验已经越来越受到人们的关注，有不少研究者对成功的女性主管进行了调查研究。一项对美国中西部三个州的高中校长的调查发现，在个人因素、职业特征及角色冲突上高中校长存在着性别差异，而在角色承担和工作满意度上不同性别具有相似性。文章致力于弄清性别在高中校长的角色冲突、角色承担和工作满意度三个方面的影响。 相似文献
4.
In the spirit of William Georgetti: scrutiny of a prestigious national scholarship selection process
Postgraduate scholarship programmes are increasingly important for supporting gifted students from diverse backgrounds. Systems and processes in the application, determination and delivery of scholarships must be robust, transparent, accountable and equitable. However, they are rarely evaluated. One of the most prestigious scholarships in New Zealand – the William Georgetti Scholarship – is investigated here for the impact of student’s grade point averages (GPAs) and sex on applicant’s progression, the level of agreement between Scholarship Board member rankings, and whether applicants or members’ sex is material to any outcomes. Data from 2007 to 2015 were extracted, and contained 301 applicants considered for shortlisting, 78 who were shortlisted and 60 successful recipients evaluated by 17 Scholarship Board members (5 female, 12 male). Mean GPAs significantly increased over time amongst applicants, those shortlisted, and those successful. While 60% of applicants were female, only 49% of those shortlisted were female; however, this was explained by GPA differences. Some 52% of successful applicants were female. Ranking discordance amongst members was relatively high, but no differential sex biases were noted. The empirical results suggest that current systems and processes are consistent with the scholarship’s deed, although the difference in GPA scores between female and male applicants is of concern. 相似文献
5.
Arla G. Bernstein 《Communication quarterly》2013,61(2):159-173
Female candidates are sometimes perceived as less competent than their male counterparts, especially in races for higher political offices, and research has indicated that female candidates can face tougher standards in establishing credibility. This study explores the effects of message theme and explicitness on the perceived competence ratings of female and male Congressional candidates. An experiment with 209 college students at the University of Florida was conducted in 1997 to investigate the relationship between candidate gender, message characteristics, and perceived competence of two hypothetical candidates, one female and one male. It was hypothesized that an explicit message on a stereotypically male policy area, crime, would be advantageous to female candidates. Message theme was found to be important for both the female and male candidates, but message explicitness was found to be important for the female candidate only. 相似文献
6.
Paul A. Winter Philip R. Partenheimer Joseph M. Petrosko 《Journal of Personnel Evaluation in Education》2003,17(4):299-315
Despite the purported national shortage of qualified applicants for administrator vacancies, there is little empirical research
regarding assistant principal recruitment. This study involved an experiment to evaluate the viability of teachers as applicants
for assistant principal vacancies. ANOVA results indicated administrator certification program status (admitted, not admitted)
and school level (elementary, middle school, high school) explained 28% of the variance in job ratings. Teachers who were
enrolled in administrator certification programs rated the job higher than did teachers who were not enrolled in administrator
preparation programs. Middle school teachers rated the job higher than did high school teachers. Implications for practice
and future research are discussed. 相似文献
7.
《Africa Education Review》2013,10(2):364-368
AbstractAccording to the literature on school effectiveness and school improvement and the role of the school principal in this regard, the lack of time management skills and abilities among school principals can be regarded as one of the main factors that lead to principal inefficiency and ineffectiveness in the school context. But, how do male and female principals compare in terms of time management and how does gender influence one's decision-making skills in relation to time management? It is clear from the literature that no research has been conducted locally with regard to possible differences in the time management skills and abilities of male and female principals and on the problems that they experience in this regard. This article, based on an empirical study of the perceived differences between male and female principals’ time management skills and abilities in selected Gauteng schools, gives an indication of how both male and female principals rate themselves in terms of their own time management skills and abilities. The findings show that male principals have less effective time management skills and abilities as compared to their female counterparts. In the end, the study would recommend that both male and female principals should set their own priorities and devote sufficient time to these priorities so as to enable them to manage their time more effectively and efficiently in the school context. 相似文献
8.
Margo Brouns 《Higher Education in Europe》2000,25(2):193-199
This article discusses the results of a study on gender bias in assessment procedures in the two major institutions for scientific grants in The Netherlands: the Dutch Organization for Scientific Research (NOW) and the Royal Dutch Academy for the Sciences (KNAW). The study concentrated on a qualitative sample of one of the prestigious grants. A total of 128 files were analyzed on the basis of a correlation of characteristics of the applicant (sex, age, and scientific productivity), assessments by the external advisors (peer review), and the decision of NOW. The analysis indicated that women applicants were evaluated differently from male applicants. However, women were not discriminated against in all disciplines. On the contrary, in some disciplines they received a bonus. One of the major conclusions is that gender matters, but in different ways within the different disciplines. 相似文献
9.
Each year colleges and universities market criminology and criminal justice programs to potential applicants by suggesting these programs offer a uniquely tailored path for those seeking entry into a policing career. Despite such claims, little empirical research exists to suggest that degree content is a factor in influencing recruitment outcomes. In this paper, we present results from an ongoing, exploratory study into pre-recruitment education to show that program content—in this case, a criminology or criminal justice diploma or degree—has generally little influence on how police agencies evaluate a potential applicant. Drawing on interviews with thirty-two (n = 32) police recruiters and senior officers from police services across the province of Ontario in Canada, we show that, while many agencies prefer candidates with degrees, criminology and criminal justice degree holders are not privileged in the recruiting process over those applicants from other disciplines. 相似文献
10.
Geneva A. Stark-Price Marco A. Mu?oz Paul A. Winter Joseph M. Petrosko 《Journal of Personnel Evaluation in Education》2006,19(1-2):69-83
This study addressed recruiting principals into low performing schools. A sample (N = 619) of principals, assistant principals, central office administrators, school counselors, and teacher-leaders from the
29th largest school district in the United States role-played as applicants for principal vacancies at schools classified
as low-performing based on results of standardized student achievement tests. The study had an experimental design and involved
use of a recruitment simulation. Rating jobs depicted on simulated principal recruitment announcements, principals and assistant
principals rated the job highest while school counselors rated the jobs lowest. Among the teacher-leaders, teacher-administrative
interns rated the job higher than did highly skilled educators or resource teachers. Implications for recruitment practice
and future evaluation research are discussed. 相似文献
11.
Using data from 13 liberal arts colleges, we test for a preference for men in the college admissions process. We find that gender does matter, but in a complex way. Men do appear to be given preference as college applicant pools become more female. Consistent with this pattern, we find clear evidence of a preference for men in historically female colleges—which have the highest percent female applicant pools. Being a male applicant raises the probability of acceptance at these schools by between 6.5 and 9 percentage points. We find no significant male preference in historically co-educational or historically male colleges despite the fact that their applicant pools are more than 50% female. We also find that the bottom quartile of both the applicant and acceptance pools, as measured by high school academic record, is disproportionately male. As a result, even with a gender-blind admissions policy, the lower tail of college classrooms is likely to be dominated by men. 相似文献
12.
13.
To test how sex biases operate in the screening of candidates for administrative positions, an experimental study was conducted to evaluate the contribution of gender and career pattern effects on candidates' ratings. Faculty from seven universities were asked in a task that was judged to be realistic to evaluate vitae of six candidates for a deanship of a college of arts and sciences. Experimental design permitted alteration of the vitae to change gender and career patterns. No significant difference was found in the ratings assigned to male and female candidates. Career break did have a significant effect; candidates with career breaks received higher ratings on the average than those without career breaks. There was no significant interaction of gender and career break. Three different ratings systems were used, but none interacted with either gender or career break. However, closer examination of screeners' ratings did suggest that career experience was evaluated in different ways for male and female candidates. 相似文献
14.
Lori R. Kogan Regina Schoenfeld-Tacher Peter W. Hellyer 《Teaching in Higher Education》2013,18(6):623-636
The current study explores the feelings and thoughts that faculty have about their student evaluations of teaching (SET). To assess the perceptions of SETs, all teaching faculty in one college at a western Land Grant University were asked to complete an anonymous online survey. The survey included demographic questions (i.e. gender; rank such as assistant, associate, and full professor; and positions like non-tenure track, tenure track, and tenured) as well as questions related to faculty's feelings while reading their SETs. While minimal differences were found in responses based on rank or position, several differences were found based on faculty gender. Overall, female faculty appear to be more negatively impacted by student evaluations than male faculty. These gender differences support previous research that suggests males and females receive and react differently to personal evaluation. Resultant suggestions include modifying surveys from anonymous to confidential and offering professional development training for faculty. 相似文献
15.
Screening decisions made by public school administrators have been shown to be influenced by the chronological age of teacher candidates and have been examined through a single medium consisting of paper credentials mailed to principals in the field setting. However, today, unlike the past, teacher candidates have available to them several different mediums for communicating their interests and personal information to potential employers in the public school setting. To determine the impact of different mediums (traditional, CD-ROM, & Web page) and specific messages (masked or unmasked for chronological age) on screening decisions made by elementary school principals, an experimental study was conducted. Results indicated that principals may well overlook many qualified teacher candidates choosing to use electronic mediums for communicating their credentials to organizational representatives at the screening stage of the selection process. 相似文献
16.
Gendered views of managing discipline in school and classroom 总被引：1，自引：0，他引：1
The current study explored male and female principals’ views of classroom and discipline management from a gender perspective. Based on semi‐structured interviews with 16 primary school principals from Israel, the study points to gendered views of school discipline, in that certain perspectives to prevent or handle discipline problems in school were indicated either by the male principals or by the female principals. Likewise, there are differences between men and women in principalship regarding the idealized role of the principal in managing school discipline and the essential aims of effective school discipline. Several research implications for the research on gender in educational administration are suggested. 相似文献
17.
There is growing interest in using measures of teacher applicant quality to improve hiring decisions, but the statistical properties of such measures are not well understood. We use unique data on structured ratings solicited from the references of teacher applicants to explore the dimensionality of measures of teacher applicant quality and the inter-rater reliability of the reference ratings. Despite questions about applicants designed to capture multiple dimensions of quality, factor analysis suggests that the reference ratings only capture one underlying dimension. Point estimates of inter-rater reliability range between 0.23 and 0.31 and are significantly lower for novice applicants. It is difficult to judge whether these levels of reliability are high or low in the current context given so little evidence on applicant assessment tools. 相似文献
18.
Gender Differences in Multiple-Choice Tests: The Role of Differential Guessing Tendencies 总被引：2，自引：0，他引：2
The present study focused on gender differences in the tendency to omit items and to guess in multiple-choice tests. It was hypothesized that males would show greater guessing tendencies than females and that the use of formula scoring rather than the use of number of correct answers would result in a relative advantage for females. Two samples were examined: ninth graders and applicants to Israeli universities. The teenagers took a battery of five or six aptitude tests used to place them in various high schools, and the adults took a battery of five tests designed to select candidates to the various faculties of the Israeli universities. The results revealed a clear male advantage in most subtests of both batteries. Four measures of item-omission tendencies were computed for each subtest, and a consistent pattern of greater omission rates among females was revealed by all measures in most subtests of the two batteries. This pattern was observed even in the few subtests that did not show male superiority and even when permissive instructions were used. Correcting the raw scores for guessing reduced the male advantage in all cases (and in the few subtests that showed female advantage the difference increased as a result of this correction), but this effect was small. It was concluded that although gender differences in guessing tendencies are robust they account for only a small fraction of the observed gender differences in multiple-choice tests. The results were discussed, focusing on practical implications. 相似文献
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20.
Marco A. Mu?oz Houston M. Barber 《Educational Assessment, Evaluation and Accountability》2011,23(2):131-142
This study addressed the topic of job specifications and school characteristics since there is a shortage of quality AP applicants
in high-stakes accountability environments. It is important to learn about allocation of duties from educational administrators
with on-the-job experience as well as to learn why current APs would consider applying for other AP positions. The purpose
of this study was to investigate the impact of job attributes (instruction, discipline), school level (elementary, middle,
high), and school achievement (in-need-of-assistance, progressing, meets goal) on applicant’s rating of an AP position. This
research study used an experimental design. A main effect for job attributes indicated that instruction was significantly
higher than discipline when attracting assistant principals. Implications for practice and research are discussed. 相似文献