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Autor/inn/enAdams, Jonathan; Lee, Sue; Cortese, Juliann
TitelThe Acceptability of Online Degrees: Principals and Hiring Practices in Secondary Schools
QuelleIn: Contemporary Issues in Technology and Teacher Education (CITE Journal), 12 (2012) 4, S.408-422 (15 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1528-5804
SchlagwörterPersonnel Selection; Statistical Analysis; Principals; Online Courses; Employment Practices; Secondary Schools; Employment Qualifications; Teacher Qualifications; Job Applicants; Employment Opportunities; Employment Potential; Employment Patterns; Teacher Recruitment; Teacher Certification; Questionnaires; Administrator Attitudes; Teacher Characteristics
AbstractA national survey of high school principals (N = 683) was used to assess the acceptability of job applicant qualifications that included degrees earned either online, partly online, or in a traditional-residential teacher-training program. The applicants with coursework taken in a traditional-residential setting were overwhelmingly preferred over applicants holding a degree earned partly or wholly online. Chi-square analyses were used to examine the relationships among applicant selection and respondents' demographic characteristics, their explanations for applicant selection, and background information. Results indicated that applicant selection significantly differed by gender, school type (public vs. private), opinions on hiring criteria, and experience with online classes. Further analysis indicated that online courses were perceived as not presenting sufficient opportunity for students to develop important social skills through interaction with other students and mentors. (Contains 5 tables and 2 figures.) (As Provided).
AnmerkungenSociety for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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