A detailed review of the education sector in Australia as in the data provided by the 2006 edition of the OECD's annual publication, 'Education at a Glance' is presented. While the data has shown that in almost all OECD countries educational attainment levels are on the rise, with countries showing impressive gains in university qualifications, it also reveals that a large of share of young people still do not complete secondary school, which remains a baseline for successful entry into the labour market.

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Education at a Glance

Cultures of caste in much of rural India have become entangled with institutions of rural development. In community-driven development, emphasis on "local resource persons" and "community spokespersons" has created new opportunities for brokerage and patronage within some villages, which interact with existing forms of authority and community afforded by caste identity and intra-caste headmanship. In this article, we study how these entangled cultures of caste and development translate into social network structures using data on friendship ties from a south Indian village. We find that although caste continues to be important in shaping community structures and leadership in the village's network, its influence varies across different communities. This fluidity of caste's influence on community network structures is argued to be the result of multiple distinct yet partially overlapping cultural-political forces, which include sharedness afforded by caste identity and new forms of difference and inequality effected through rural development.

Cultures of caste and rural development in the social network of a south indian village

Das Buch behandelt den Situational Judgment Test als ein Personalauswahlinstrument. Dieser Test zum situationsbezogenen Urteilsvermogen ist in Deutschland noch neu und nicht weit verbreitet, aus dessen Grund die Autorin in dieser Arbeit zum einen die Formate und Methoden des Situational Judgment Tests beschreibt und zum anderen seine Eignung als Instrument der Personalauswahl, einschlieslich seiner Vor- und Nachteile, pruft.

Situational Judgment Tests

Teachers' social-emotional competence is considered important in order to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers' occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is a theory-based situational judgment test measuring teachers' knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers' general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers' occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool.

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Measuring Teachers' Social-Emotional Competence: Development and Validation of a Situational Judgment Test.

This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers’ well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize and evaluate the available evidence on relations between psychological characteristics and these outcomes derived in existing research syntheses (meta-analyses, systematic reviews). We then discuss implications of the findings regarding the eight identified psychological characteristics—self-efficacy, causal attributions, expectations, personality, enthusiasm, emotional intelligence, emotional labor, and mindfulness—for research and educational practice. In terms of practical recommendations, we focus on teacher selection and the design of future professional development activities as areas that particularly profit from a profound understanding of the relative importance of different psychological teacher characteristics in facilitating adaptive outcomes.

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Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review

The present study examines whether video-based situational judgement test (SJT) formats provide benefits over “traditional” text-based SJTs. Focusing on three SJT conditions – two video-based condi...

https://www.tandfonline.com/doi/pdf/10.1080/1359432X.2020.1736619

Using Video-Based Situational Judgment Tests for Teacher Selection: A Quasi-Experiment Exploring the Relations between Test Format, Subgroup Differences, and Applicant Reactions

Can we improve how we screen applicants for initial teacher education

Advances in research on educational technologies and increasing access to computers offer teacher education providers numerous tools and opportunities for supporting student teachers. However, systematic investigations of online interventions using complex classroom scenarios (scenario-based learning activities) are currently lacking. This study tested whether an online scenario-based learning activity has a positive impact on student teachers’ self-efficacy and emotional, motivational, and cognitive classroom readiness before they start their first teaching practicum. In order to draw differentiated conclusions, we explored whether the effectiveness of the intervention depends on the inclusion of automatized expert teacher feedback and the opportunity to reflect on the scenarios. A total of 238 Australian student teachers (64.3% females, mean age = 23.84 years, SD = 6.64) participated in the study. The student teachers were randomly assigned to one of three experimental conditions:control group (online scenario-based learning activity), intervention group 1 (online scenario-based learning activity and feedback), and intervention group 2 (online scenario-based learning, feedback, and reflection). The findings indicated that, compared to the control group, both intervention conditions had a significant positive effect on cognitive classroom readiness. A significant positive effect on self-efficacy was found for intervention group 2. Overall, our research demonstrates the potential of an easy-to-implement online intervention in enhancing self-efficacy and classroom readiness and points towards the importance of combining feedback and reflection within online scenario-based learning activities.

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The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements

For national education systems, the goal of an effective teacher recruitment strategy is not simply to attract more applicants, but to attract high-quality applicants who are well suited to teachin...

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Jade V. Rushby

Papers

Using Video-Based Situational Judgment Tests for Teacher Selection: A Quasi-Experiment Exploring the Relations between Test Format, Subgroup Differences, and Applicant Reactions

Can we improve how we screen applicants for initial teacher education

The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements

Examining teacher recruitment strategies in England