Teacher selection is an important component in the way schools and school corporations hope to attain their overall goals and objectives. This study was designed to partially replicate a study completed by H. Bradford Allison in 1981 at the University of Wisconsin - Madison which looked at the effect of candidate age, candidate experience, and administrator position in the teacher selection process.Randomly selected administrators (300 principals and 300 superintendents) were sent a packet of information which included a candidate summary containing hypothetical information about a teacher candidate and a position description which outlined the teaching position to be filled. The candidate summary varied age two ways (29 years and 49 years) and experience level three ways (no experience, three years experience, and eight years experience). After reviewing the information, respondents were asked to rate the hypothetical candidate on the following six criteria:1. Candidate's knowledge of the curricular area.2. Candidate's ability to transmit knowledge.3. Candidate's likelihood to contribute to overall school operations.4. Candidate's ability to maintain a disciplined teaching environment.5. Candidate's ability to create a friendly classroom environment.6. Candidate's potential to grow in the profession.The dependent variable was the composite score or overall candidate rating computed from the six criteria on the candidate evaluation form. A 3X2X2 factorial design was used for this experiment and analysis of variance was used to analyze the effects of the variables on the composite rating.An alpha level of .05 was established as the critical value. The analysis yielded a significant F ratio (.033) for the three way interaction of administrator position, candidate age, and candidate experience. There was no significant F value for any of the two way interactions (administrator position X candidate experience, administrator position X candidate age, and candidate experience X candidate age). Nor was there a significant F value for any single main effect.Further analysis of the statistically significant three way interaction found that superintendents rated 49-year-old candidates with eight years experience significantly lower than they rated 29-year-old candidates with eight years experience. These findings suggest that under the conditions utilized in this study, age discrimination was not universally evident but occurred in the way superintendents rated 49-year-old candidates with eight years experience. / Department of Educational Leadership

This study was formulated around the critical issues of teacher selection, potential discrimination, and candidate competence. This study investigated the effects of teacher candidate's age, ethnic name and undergraduate Grade Point Average (G.P.A.) on the school principals' evaluation of the candidate in the resume screening stage of selection.One hundred secondary school principals from a national random sample rated the hypothetical teacher candidates with different age conditions and resume conditions (ethnic name and G.P.A.). The principals' ratings for each candidate on the six selection criteria on the evaluation form were computed to yield a composite score for the candidate. Analysis of Variance (ANOVA) was used to examine the differences among composite scores for the candidates with different age and resume conditions. There was no statistically significant difference found in the principals' ratings for the candidates with different age conditions. This finding indicated that candidate's age did not have an effect on the principals’ evaluation. There was a statistically significant difference in the principals' ratings for the candidates with different resume condition. This finding indicated that candidate's resume condition had influence on the principals' evaluation.A post-hoc procedure, Tukey (HSD), was further used to detect the specifics of the resume condition effect. The data analyses indicated that candidate's G.P.A. had a direct effect on the principals' evaluation only for the Anglo-Saxon name candidates not for the Hispanic name candidates The data analyses also indicated that candidate's ethnic name had an indirect effect on the principals' evaluation, and the effect was in favor of the Hispanic name candidates with a high G.P.A. / Department of Educational Leadership

There is no abstract available for this dissertation.

The purpose of this study was to describe the process used to select elementary school principals in Quebec. / The results of the study indicated that the majority of school boards do not have written selection policies and procedures to guide the selection of elementary school principals. In addition, the majority of school boards do not have written job descriptions, written selection criteria or written selection techniques. / Although there was an absence of written job descriptions, respondents considered educational leadership as the main expectation for elementary school principals. / In the absence of written selection criteria, it was noted that respondents had criteria that they felt were important for the elementary school principalship. The three most important personal selection criteria were decision-making skills, human relations skills and communication skills. / The results of this study indicated that the director-general and the director of human resources were the main participants in the selection committee. However, the final employment decision was primarily the responsibility of the school commissioners. / The interview was the most common technique used by respondents in this study. / Respondents were satisfied with their selection process and do not plan to revise this process. (Abstract shortened by UMI.)

Graduation date: 1987

The presence of the Charter of Rights and Freedoms in the Constitution of Canada has transformed the historic discourse about what types of people should be appointed to the Supreme Court and the manner in which they should be selected. During the period between 1949, when the Supreme Court replaced the Judicial Committee of the Privy Council in Britain as Canada's highest appellate body, and the Charter's entrenchment in 1982, the debate centered almost exclusively on questions of federalism. Specifically, the provinces argued that in a federal country, it is inappropriate that the status and composition of the court of last resort be left to the sole discretion of the central government. The Charter, with its enumeration of a variety of social categories, has produced new demands that the Court be more socially representative. Feminist legal scholars and women’s advocacy groups claim that a more representative judiciary in general and Supreme Court in particular would perform both symbolic and instrumental functions, while ethno cultural organizations have to date concentrated almost solely upon the symbolic dimension. By contrast, claims for self-government and separate justice systems illustrate that many aboriginal leaders believe their peoples’ grievances can best be met through disengagement from, rather than further integration into, Canadian political and legal processes. The Charter's presence also has conditioned demands for are formed appointment process. Now that the Court is to serve as the arbiter of citizen-state relations, many suggest, it is improper for the state to have sole control over who is appointed to that body, and therefore a more participatory and pluralistic appointment process is advocated. Clearly, these two broadly-defined reform agendas can conflict with one another. While the provinces demand more diffuse government involvement in the appointment of judges, those concentrating on the Court's Charter responsibilities believe that the state already unduly dominates the process. However, the current debate has further, largely unexplored consequences for potential reform. The failure of most participants in the debate, be they governments, scholars or advocacy groups, to articulate coherent approaches to questions of jurisprudential theory, combined with the difficulties inherent in applying the concept of representation to a judicial body, renders their critiques less valuable as guides to reform. Worse, their inadequate treatment of these issues often results in such critics undermining the legitimacy of the institution whose reform they seek. / Arts, Faculty of / Political Science, Department of / Graduate

No description available.

Patients who miss their medical appointments increase health care costs for themselves and for clinics. The purpose of this qualitative, single exploratory case study was to explore strategies health care clinic managers use to reduce medical no-shows for patient-scheduled appointments. Change management theory guided the scope and analysis. The data collection included a single clinical operations manager who have strategies to mitigate no-shows for patient-scheduled appointments participated in a semistructured interview in southeastern Virginia, the direct observation of 2 office workers in their natural setting of scheduling appointments, and for methodological triangulation, a review of organizational archival documents about missed medical appointments. Member checking was used to strengthen the credibility and trustworthiness of analyses, which were carried out using Yin's 5-step analysis process. Major themes were forgetfulness and high deductible plan; minor themes were lead-time and inclement weather that lead to no-shows. This study explored the strategies necessary to reduce costs and increase revenues; it could free funds to provide services to patients, such as education and counseling support. The findings from this study could contribute to social change by adding new knowledge or informing the strategies to reduce medical no-shows. These findings may also benefit organizational worth and increase community health.

No description available.

No description available.