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Articles 1 - 5 of 5
Full-Text Articles in Education
The Role Of Teaching And Teacher Training In The Hiring And Promotion Of Ph.D. Economists, Sam Allgood, Gail Hoyt, Kimmarie Mcgoldrick
The Role Of Teaching And Teacher Training In The Hiring And Promotion Of Ph.D. Economists, Sam Allgood, Gail Hoyt, Kimmarie Mcgoldrick
Economics Faculty Publications
Surveys suggest that a majority of graduate students seek academic positions after completing their degree. We survey groups involved in the job market to determine the roles of teaching and research in hiring and the subsequent success of new faculty. We find that while characteristics that signal research potential are highly valued by both graduate directors and department chairs, there are significant discrepancies in the extent that teaching is valued in the hiring process across institution types. Furthermore, although new faculty devote half of their time to teaching, only half of them agree that graduate school prepared them to teach.
Teacher Training For Phd Students And New Faculty In Economics, Sam Allgood, Gail Hoyt, Kimmarie Mcgoldrick
Teacher Training For Phd Students And New Faculty In Economics, Sam Allgood, Gail Hoyt, Kimmarie Mcgoldrick
Economics Faculty Publications
Past studies suggest that a majority of economics graduate students engage in teaching-related activities during graduate school and many go on to academic positions afterwards. However, not all graduate students are formally prepared to teach while in graduate school nor are they fully prepared to teach in their first academic position. The authors characterize current teaching experience and training of graduate students from the point of view of directors of graduate studies and of newly minted academic economists. The authors also query department chairs and new faculty about teacher training, support available for new faculty, and the degree to which …
The Gender Gap In Economics Degrees: An Investigation Of The Role Model And Quantitative Requirement Hypotheses, Tisha L. N. Emerson, Kimmarie Mcgoldrick, John J. Siegfried
The Gender Gap In Economics Degrees: An Investigation Of The Role Model And Quantitative Requirement Hypotheses, Tisha L. N. Emerson, Kimmarie Mcgoldrick, John J. Siegfried
Economics Faculty Publications
Using a panel of 159 institutions over 10 years, we investigate the role model effect of women faculty and quantitative requirements on the female proportion of undergraduate economics majors. We find no evidence that female faculty attract female students. Calculus, however, does matter. A one semester calculus requirement is associated with more female majors at institutions offering business degrees and liberal arts colleges. A second semester calculus requirement deters women from majoring in economics at Ph.D.–granting universities, but is associated with more female majors at liberal arts colleges. Econometrics requirements are unrelated to the gender gap in economics majors.
Seeing Is Believing: Peer Video Coaching As Professional Development Done With Me And For Me, Kate M. Cassada, Laura Kassner
Seeing Is Believing: Peer Video Coaching As Professional Development Done With Me And For Me, Kate M. Cassada, Laura Kassner
School of Professional and Continuing Studies Faculty Publications
As part of their graduate education, in-service teachers identified an area of instructional focus, video recorded their classroom instruction at two intervals in a semester-long course, formed peer groups, and shared their videos for the purpose of obtaining feedback for professional growth. After the conclusion of the course, participants were contacted and presented with a summary of four benefits of the peer video review process, as identified in a recent professional article. Through online survey, participants were asked to share their perceptions of the peer video review experiences in the course and address any evidence related to the benefits raised …
Improving Teacher Job Satisfaction: The Roles Of Social Capital, Teacher Efficacy, And Support, Suzanne K. Edinger, Matthew J. Edinger
Improving Teacher Job Satisfaction: The Roles Of Social Capital, Teacher Efficacy, And Support, Suzanne K. Edinger, Matthew J. Edinger
School of Professional and Continuing Studies Faculty Publications
In this study, we examine how social capital, teacher efficacy, and organizational support increase teacher job satisfaction. Research suggests that teachers worldwide are exceedingly dissatisfied with their jobs and have significantly higher levels of turnover than their counterparts in other professions. We investigate this phenomenon using a sample of 122 elementary school teachers. We found that teachers’ centrality position, or each teacher’s relationship with every other teacher, in their school’s trust network and the density of a teacher’s academic advice ego-network predicted the development of teacher job satisfaction. Additionally, we found that teacher efficacy mediated the relationship between teacher’s trust …