Bibliography: Selective Retention (page 2 of 3)

This annotated bibliography is reformatted and customized for the Alternative Facts website.  Some of the authors featured on this page include John R. Dettre, Georgene M. Murphy, Marlene Bireley, J. Foster Watkins, G. Cleveland Wilhoit, Harold de Bock, Ruth King, Joseph W. Duncan, Katherine K. Wallman, and Joshua A. Fishman.

Watkins, J. Foster (1981). ACT Scores and Selective Admissions: An Exploratory Look at Some One-Time Data, Capstone Journal of Education. Raises questions about the wisdom of relying on any single measure, especially a norm-referenced one such as the ACT, for making selective admission, retention, and certification decisions in teacher education.   [More]  Descriptors: Admission Criteria, College Entrance Examinations, Higher Education, Norm Referenced Tests

Sweeney, Thomas J. (1968). Selective Retention Practices in Secondary School Counselor Education. In an effort to determine current practices in counselor education concerning secondary-school counselor selection, a survey was conducted in 1968, using a questionnaire focusing on three areas: (1) pre-admission selection, (2) selective retention during training, and (3) selective-endorsement upon completion of the program. Questionnaires were sent to two counselor training programs in each state. Activities considered regular parts of pre-admission selection include: (1) interviews by 46% of the respondants, (2) tests of academic potential beyond graduate school requirements (34%), (3) personality inventories (12%), and (4) miscellaneous other procedures (40%). Some 72% reported specific points of evaluation during training, and certain self-development opportunities were available: (1) individual counseling (65%), (2) group counseling (78%), (3) both (26%), (4) neither (11%), and (5) other opportunities (17%). Generally, candidates were advised of these opportunities early. Some 81% responded that endorsing graduates was an important function. Over 50% indicated involvement in research to improve selection practices over the currently used tools and guidelines.   [More]  Descriptors: Counselor Evaluation, Counselor Performance, Counselor Qualifications, Counselor Training

McClure, J., Ed.; And Others (1973). Performance Based Teacher Education: Selective Retention. This document, divided into four chapters, reports on the annual workshop activities of the North Central Association. Chapter 1 presents elements of the teacher education project and lists the participating institutions. Chapter 2 provides general information regarding sponsorship, personnel, special presentations, and workshop organization. Chapter 3 presents three theme group reports, which are entitled: (a) "Selection and Retention of Teachers Through the Use of Performance-Based Criteria in Teacher Education: Definitions, Rationale, Goals"; (b) "Pre-Service Implications of Performance-Based Teacher Education"; and (c) "Inservice: Relevant Growth for Teachers Throughout Their Careers." Chapter 4 contains 24 individual reports relating to the theme of performance-based teacher education.   [More]  Descriptors: Competency Based Teacher Education, Inservice Teacher Education, Preservice Teacher Education, Retention (Psychology)

Dettre, John R. (1970). Standards of Student Selection and Interaction, II. This paper focuses on two things: (1) the current status of the literature related to the standards for admissions, selective retention, and student involvement in program development and evaluation, and (2) identified areas in need of additional research in relation to these same three areas in the standards. Various topics included in the first part are: (1) admissions criteria, (2) collecting admissions information, (3) decision making in admissions, (4) student self selection, (5) instructional influence, (6) behavior modification, and (7) contributions of students. A total of 29 recommendations are given in the second section. They are by-products of the inferential and judgmental activities used in the first section. Since there have not been enough studies done to warrant placing a blind faith in the standards at this time, a real need for additional study does exist.   [More]  Descriptors: Admission Criteria, Educational Research, Independent Study, Literature Reviews

Wilhoit, G. Cleveland; de Bock, Harold (1976). Archie Bunker in a Foreign Culture: A Panel Study of Selectivity Processes in the Dutch Television Audience. A national sample of 503 Dutch people aged 15 and over who were accessible by telephone was used in this longitudinal study of reactions to a series of eight broadcasts of "All in the Family." Attitude scales were developed for three independent variables–ethnocentrism, lifestyle intolerance, and parental authoritarianism. Questionnaire items were also developed for three dependent variables–selective exposure, selective perception, and selective retention. Analyses concentrated on three questions: Do the Dutch perceive "All in the Family" as pertaining only to the American context, or is it seen as also pertinent to Dutch society? Is there selectivity in the Dutch exposure, perception, and retention that is related to ethnocentrism, lifestyle intolerance, and parental authoritarianism? What are the uses and gratifications received by the Dutch audience from "All in the Family"?   [More]  Descriptors: Adults, Bias, Cognitive Processes, Communication (Thought Transfer)

Murphy, Georgene M. (1985). Nonpromotion of Primary Grade Students: A Teacher's Guide. This teacher's guide reviews the literature on grade retention and promotion to help teachers make decisions concerning students in the primary grades. A brief introduction provides a statement of the problem; outlines the purpose, organization, and limitations of the study; and presents a glossary. Annotated citations for 34 studies are subsequently offered, and findings are summarized. The research was found to be inconclusive as to advantages or disadvantages of nonpromotion; however, cautions are issued against indiscriminate retention. Recommendations are made for selective retention, pupil identification, and retention decision procedures. Descriptors: Annotated Bibliographies, Elementary School Students, Glossaries, Grade Repetition

King, Ruth; Bireley, Marlene (1982). Undergraduate Selection/Retention in Wright State University's College of Education and Human Services. A sequence of selective/retention steps are described which are used to reduce the number of student teacher "wash outs" in the Wright State University (Ohio) school of education. (1) A 2.25 grade point average (out of 4.0 points) is required for admission to the school, and an entry level grammar/composition test, which identifies at the beginning of the sophomore year those students needing additional remediation, is given. Entry level sophomore students remain in the program for three quarters, with a mentor who serves as instructor, advisor, and observer. At the end of the first quarter, a mentoring conference provides feedback to the student regarding academic work, affective qualities, and professional attitude. A faculty member may request, at any time, a "concern conference" about a student on the basis of academic or professional concerns; a student who collects three unresolved concerns may be advised out of the program following appropriate due process procedures. A recheck on grade point average, appropriate test scores, and course prerequisites is conducted prior to student teaching. Rigorous application of minimal competency standards is maintained during the student teaching experience. Extension of time from 2 weeks to a full quarter is required of students who need additional time to attain standards. Accompanying appendices detail these procedures and the forms used in working with the students. Descriptors: Admission Criteria, Education Majors, Grade Point Average, Higher Education

Burdin, Joel L., Ed.; And Others (1971). Accreditation and Evaluation of Basic Teacher Education Programs: Research Problems and Prospects. The five papers collected in this document were delivered at the 1970 American Educational Research Association symposium sponsored by the Special Interest Group on Teacher Preparation Curriculum. All five focus on developing a research base for teacher education standards, in particular for the "Recommended Standards for Teacher Education" by the American Association of Colleges for Teacher Education. John Herbert advocates accreditation criteria based on teacher behaviors and different standards for different types of programs. To build the required knowledge base, he would research, in part, the cut-off points and standards applied in practice by accrediting teams. S. C. T. Clarke summarizes curriculum standards and notes that the emphasis placed on certain standards rather than the standards themselves will cause change. In the third paper, Donald M. Medley offers ways of closing the research-practice gap, among them a centralized information exchange and a one-shot questionnaire which would solicit information on teacher education program characteristics and on the success of beginning teachers. John R. Dettre focuses on the current state of literature and research in the areas of admission, selective retention, and student involvement in program development and evaluation. The final paper, by R. L. R. Overing, is a review of studies which evaluate teacher education graduates according to behavioral objectives and pupil change. Bibliographic items total 211.   [More]  Descriptors: Accreditation (Institutions), Program Evaluation, Research Needs, Standards

Schivley, Warren W. (1983). Let's Reevaluate Our Instruments for Selective Retention, Clearing House. Concludes that neither the Minnesota Teacher Attitude Inventory (MTAI) nor the Scholastic Aptitude Test (SAT) were valuable as predictors of success in elementary school student teaching. Descriptors: Educational Research, Elementary School Teachers, Evaluation Methods, Predictor Variables

Solomon, Joan (1998). Technology in the Elementary School: Blind Variation and Selective Retention, Research in Science Education. Argues that teaching technology without reference to the human need which calls for it gives students the wrong idea about the nature of technology and hides the importance of testing artifacts for operation in the relevant environment. Contains 40 references. Descriptors: Constructivism (Learning), Elementary Education, Foreign Countries, Science and Society

Kievit, Mary Bach (1970). Expectations for Learning Environments and Personality Factors of Students Compared to Drop-Outs from Two-Year Institutions. This study examines college environments and behavioral manifestations of personality needs. Measures developed by G. C. Stern for 4-year colleges are applied to 2-year institutions specifically with students enrolled in programs to prepare them for employment. A survey was made of: (1) all freshmen, at a community college and a technical institute, who were enrolled in four specific occupational curricula; (2) those students who continued in the curricula into a fourth term; and (3) those students who subsequently dropped out. Results were based on demographic characteristics, scholastic aptitude, and expectations for environmental press. The findings suggest: (1) within a narrow range of variation between environmental press in the community college and the technical institute, public images of the two schools were not sufficiently different to attract students with different expectations for environmental press or divergent personality needs; and (2) the findings on variations between personality needs of students who continue and those who drop out suggest a differential selective retention power based on variations within a narrow range of intellectual interests and motivation.   [More]  Descriptors: College Environment, Dropout Research, Educational Environment, Personality Development

Fishman, Joshua A., Ed. (2001). Can Threatened Languages Be Saved? Reversing Language Shift, Revisited: A 21st Century Perspective. Multilingual Matters 116. This edited volume considers the contemporary position of 18 threatened languages. Two important questions are examined in every case: (a) what is the current demographic and functional status of a threatened language? and (b) what is the best way to understand its future prospects? The view presented in this volume is that there are ways to save a language and that consignment to death and oblivion is deeply flawed and biased. Fishman's 1991 theory of how to achieve "good health and stability" in a language is re-examined, as are the intervening and current criticisms of that theory, and recommendations for the theory's selective retention and improvement are formulated. In addition to introductory and concluding chapters, chapters are organized under four geographic headings:"The Americas"; "Europe"; "Africa and Asia"; and "The Pacific." Topics covered include reversing language shift among Navajos, Basques, Quebecois, Catalans, Otomi, Quechua, Frisians, and Australian Aboriginals. Also discussed is the status of Spanish among New York's Puerto Ricans. Scholarly references are found at the conclusion of each chapter. A detailed subject index is also included. Descriptors: Applied Linguistics, Australian Aboriginal Languages, Basque, Cultural Maintenance

Duncan, Joseph W.; Wallman, Katherine K. (1978). The Genesis and Justification of Forms Clearance Procedures. The central reports clearance authority of the Federal Government is a legislatively sanctioned mechanism for applying constraints on the conduct of statistical and other data gathering activities by Federal Departments and agencies and other research parties funded by Federal government contracts. General recommendations for improving the overall clearance procedure include (1) redesign of the clearance process to eliminate overlap and duplication; (2) development and implementation of more effective methodologies for determining information requirements and for weighing the cost to the public against values expected from use of the data; (3) decentralization of the routine clearance workload, with a concentrated focus on policy development, oversight, and politically sensitive issues. There must be increased cooperation between the central statistical agency and the educational research community to ensure that the requirements for data reduction and better management of information resources lead to the enhancement of educational research and selective retention of well-designed, useful studies. Descriptors: Agency Cooperation, Coordination, Educational Research, Federal Government

Surlin, Stuart H.; Gordon, Thomas F. (1974). Selective Exposure and Retention of Political Advertising: A Regional Comparison. The results presented in this article are but a portion of the information gathered in a larger survey examining the relative roles of "selective exposure" to and "selective retention" of political advertising during the 1972 presidential election. Random samples in two metropolitan areas in different regions of the country (Atlanta, Ga., n=281; and Philadelphia, Pa., n=279) were surveyed by phone to test specific hypotheses. Several regional inter-city differences were noted: Philadelphians indicated greater general exposure to mass media political advertising, while Atlantans were more inclined to recall specific advertisements; respondents in both cities were highly likely to say that they were exposed to political advertising on television; and three of every four first recalled advertisements were seen on television. It was concluded that a negative correlation exists between a medium's propensity for exposure and the individual's selective retention of political information presented through that medium, and that a medium rated high for exposure mentions will be rated low on selective retention mentions, and vice versa.   [More]  Descriptors: Advertising, Higher Education, Information Dissemination, Mass Media

Burk, Nanci M. (1997). Using Personal Narratives as a Pedagogical Tool: Empowering Students through Stories. Creating an empowering and positive classroom environment requires focusing on the processes of developing trust in self and others, participation and communication in the classroom. Establishing a classroom that accommodates diverse students who have varied backgrounds, interests, and preferences poses a challenging situation for university teachers who must adapt their teaching methods to provide students with multiple opportunities to succeed. One such method worth examining is the use of storytelling or personal narratives for students in basic communication courses. Teachers who share personal narratives to promote understanding of communication concepts may help co-create a classroom culture in which students feel comfortable sharing personal stories that relate to the same concept. A narrative assignment, "Conflict Storytelling," illustrates specifically the communication concepts of perception, empathy, proximity, inference, point of view, and selective retention, which students can easily relate to their lives and personal experiences. Through use of such pedagogy in the communication classroom, teachers may orient students to different ways of knowing, learning, and making sense of communication concepts. (Contains a handout of the storytelling assignment and 29 references.)   [More]  Descriptors: Class Activities, Classroom Techniques, Diversity (Student), Higher Education

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