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SELECTION SIGNED

Improving Educational Outcomes by Transforming the Selection of Future Teachers

Total Cost €

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EC-Contrib. €

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Partnership

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Project "SELECTION" data sheet

The following table provides information about the project.

Coordinator
UNIVERSITY OF YORK 

Organization address
address: HESLINGTON
city: YORK NORTH YORKSHIRE
postcode: YO10 5DD
website: http://www.york.ac.uk

contact info
title: n.a.
name: n.a.
surname: n.a.
function: n.a.
email: n.a.
telephone: n.a.
fax: n.a.

 Coordinator Country United Kingdom [UK]
 Project website http://www.teacherselect.org/
 Total cost 1˙400˙214 €
 EC max contribution 1˙400˙214 € (100%)
 Programme 1. H2020-EU.1.1. (EXCELLENT SCIENCE - European Research Council (ERC))
 Code Call ERC-2014-CoG
 Funding Scheme ERC-COG
 Starting year 2015
 Duration (year-month-day) from 2015-09-01   to  2020-08-31

 Partnership

Take a look of project's partnership.

# participants  country  role  EC contrib. [€] 
1    UNIVERSITY OF YORK UK (YORK NORTH YORKSHIRE) coordinator 1˙400˙214.00

Map

 Project objective

The most effective way of improving education systems is to improve the quality of teachers; a fundamental step to improve the quality of teachers is to select candidates for training who possess the 'soft skills' or non-cognitive traits and attributes that are related to effective teaching. Prof. Robert Klassen’s research will draw on interdisciplinary educational and occupational psychology frameworks to develop an evidence-based teacher training selection approach based on an innovative situational judgment test (SJT) methodology. This is ground-breaking research, as current selection procedures are ad hoc with little or no theory grounding or evidence of predictive validity. The project will dramatically improve the accuracy of the teacher candidate selection process, build understanding of the short- and long-term predictive validity of the non-cognitive attributes of prospective teachers, and provide system-wide educational improvements by increasing the quality of candidates entering teacher training programs. The ERC funding presents an opportunity for a novel high-rewards approach to applied educational psychology research that has the potential to markedly improve teacher quality and educational outcomes.

 Publications

year authors and title journal last update
List of publications.
2020 Lisa Bardach, Jade V. Rushby, Lisa E. Kim, Robert M. Klassen
Using video- and text-based situational judgement tests for teacher selection: a quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions
published pages: 1-14, ISSN: 1359-432X, DOI: 10.1080/1359432x.2020.1736619
European Journal of Work and Organizational Psychology 2020-04-03
2020 Lisa Bardach, Robert M. Klassen
Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness
published pages: 100312, ISSN: 1747-938X, DOI: 10.1016/j.edurev.2020.100312
Educational Research Review 30 2020-04-03
2020 Robert M. Klassen, Lisa E. Kim, Jade V. Rushby, Lisa Bardach
Can we improve how we screen applicants for initial teacher education?
published pages: 102949, ISSN: 0742-051X, DOI: 10.1016/j.tate.2019.102949
Teaching and Teacher Education 87 2020-04-03
2019 Robert M. Klassen, Lisa E. Kim
Selecting teachers and prospective teachers: A meta-analysis
published pages: 32-51, ISSN: 1747-938X, DOI: 10.1016/j.edurev.2018.12.003
Educational Research Review 26 2020-04-03
2019 Lisa E. Kim, Verena Jörg, Robert M. Klassen
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
published pages: 163-195, ISSN: 1040-726X, DOI: 10.1007/s10648-018-9458-2
Educational Psychology Review 31/1 2020-04-03
2018 Tracy L. Durksen, Robert M. Klassen
The development of a situational judgement test of personal attributes for quality teaching in rural and remote Australia
published pages: 255-276, ISSN: 0311-6999, DOI: 10.1007/s13384-017-0248-5
The Australian Educational Researcher 45/2 2019-05-31
2018 Lisa E. Kim, Robert M. Klassen
Teachers\' cognitive processing of complex school-based scenarios: Differences across experience levels
published pages: 215-226, ISSN: 0742-051X, DOI: 10.1016/j.tate.2018.04.006
Teaching and Teacher Education 73 2019-05-31

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