No description available.

No description available.

With increasing emphasis being placed on the selection of highly qualified teachers as mandated by the No Child Left Behind legislation (NCLB) of 2001, growing numbers of student populations, and the decreasing numbers of teachers entering the profession, it is evident that the teacher selection process must assume a more scientific path. In order to improve the selection process it is necessary to look at many aspects of this procedure. Specifically, what characteristics do teacher candidates possess that would qualify them for a particular position and, to what degree do the school identifiers play in this process? This is a study of the affects various school characteristics have on the selection process of elementary school teachers in one Virginia school district. Through a literature review conducted on the teacher selection process, a common group of thirty teacher characteristics grouped into four domains have been identified that if associated with teachers, have positive effects on instruction. The four domains that have been identified are Instruction, Personality, Orientation to Students, and Qualifications. A survey was utilized to determine the degree to which school administrators and teachers involved in the interview process place on the identified teacher characteristics and domains. Descriptive factors that reflect the differences in the schools for this study have been identified and an impact challenge index has been developed for each school. Descriptive factors utilized to determine the impact challenge index included minority and special population percentages of students, mobility indexes, and free and reduced price lunch percentages. In addition, data distinctive to each school's accreditation status and Adequate Yearly Progress (AYP) have been determined. ANOVAs were performed to determine if there were significance between variables presented in this study of challenge impact levels, AYP performance, and position. Results of this study are mixed and revealed only a few significant differences and/or substantive meaningful results between variables. / Ed. D.

Zugl.: Hohenheim, Univ., Diss., 2007

Im Rahmen der alljährlichen Potsdamer Frühjahrsgespräche, die die Stiftung Entwicklung und Frieden in Kooperation mit WeltTrends durchführt, hatten wir Gelegenheit zu einem Gespräch mit dem ehemaligen Richter am Afrikanischen Gerichtshof für Menschenrechte und die Rechte der Völker, George W. Kanyeihamba aus Uganda.

The purpose of this thesis was to investigate the influence of interviewee social skill on the use and effectiveness of impression management (IM), as well as interviewers’ perceptions of the use of IM during the employment interview. One hundred and nine participants completed mock employment interviews for developmental purposes. An antecedent model whereby IM partially mediated the effect of social skill on interview performance was supported for observer-coded self-promotion. In contrast, a moderator model was supported for self-reported deceptive IM, as interviewees were more likely to positively influence their interview performance with the use of deceptive IM when they were high on social skill. In addition, although interviewers were mostly inaccurate in their perceptions of deceptive IM, social skill did not moderate the amount of agreement between self- and interviewer-ratings of IM. Implications for research and practice are discussed. / Social Sciences and Humanities Research Council of Canada

Technical coding interviews are a core part of the evaluation process of software engineering (SWE) applicants. This process requires SWE job seekers to typically complete either one or multiple rounds of such interviews which are designed to measure their technical understanding of software engineering topics such as Data Structures and Algorithms. However, there are additional considerations made during the evaluation process, such as the applicants behavioral skills. Skills such as communication, problem solving, and stress tolerance, are just some of the skills that may be used in addition to the general technical skills. Both of these skill areas, in addition to the cognitive and social complexities associated with the various types of interviewing environments, result in a challenging event in which to properly prepare for. Our research aims to better understand how SWE job seekers prepare for such interviews through survey usage which analysis their used services, study habits, and educational background, thus providing useful insight and understanding into the complexities associated with the preparation process as a whole. By understanding the challenges and practices associated with the preparation phase of technical interviews, our research aims to help SWE job seekers, hiring companies, and future research creation. / Master of Science / A Technical coding interview is a form of interviewing which requires the applicant to solve a given problem by coding the solution. Technical coding interviews are a core part of the evaluation process of software engineering(SWE) applicants. This process requires SWE job seekers to typically complete either one or multiple rounds of such interviews which are designed to measure their technical understanding of software engineering topics. However, there are additional considerations made during the evaluation process such as the applicants behavioral skills. Skills such as communication, problem solving, and stress tolerance, are just some of the skills that may be used in addition to the general technical skills. Both of these skill areas, in addition to the cognitive and social complexities associated with the various types of interviewing environments, results in a challenging event in which to properly prepare for. Our research aims to better understand how SWE job seekers prepare for such interviews through the analysis of their used services, study habits, and educational background, thus providing useful insight and understanding into the complexities associated with the preparation process as a whole. Future resources, hiring companies, and SWE job seekers themselves are some of the parties our research aims to help.

No description available.

Abstract This research is to explore the high school student potential misconceptions on evolution, based on the two-tier diagnostic test and diagnostic interview. Through a proper teaching design, the researcher has developed an untraditional teaching method. The effects of the untraditional teaching method and the traditional teaching method were compared. With the retest of two-tier diagnostic test, a survey was conducted to evaluate the students¡¦ achievement resulting from the teaching strategy designed by the researcher. The survey can also be consulted and used in the improvement of future teaching activities. This research adopted a Quasi-experimental research method. Data included the analysis of quantity and the description of quality. The research tool is a two-tier diagnostic questionable. The sample groups consist of two classes in the grade-10 and two classes in the grade-12 with 35 students in each class, taught by the researcher. The results of this research indicate that (1) in general , the students are in lack of the structural knowledge of evolution in their prior learning especially¡§the relationship between organism and organism¡¨and the concept of human selection; (2) the comparison of learning results brought about between the untraditional teaching method and traditional teaching method, apparently shows that the experimental group students are far better than the control group students in understanding the connection of evolutional concepts and the abundance of conceptive maps; (3) the difference of student learning process of the two teaching methods , compared by the quiz results on each unit, are not significantly different between the two groups of students; and (4) as far as the teaching of the concept of evolution is concerned, the improved teaching method design is appreciated by the experiment group students and is highly expected by the control group students.

No description available.