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In this National Board-commissioned study, we examined types of feedback that teacher candidates for certification might receive along with their score reports after completing the Board's assessment process. We designed three standardized forms of feedback and interviewed 29 teachers from the 1993–1994 Early Adolescent/Generalist cohort about their preferences for each of the feedback options and about the inferences that they drew about their performance based on each type. The three feedback formats were (a) cases – extended descriptions of actual performances, annotated with scorer notes; (b) performance syntheses – brief descriptions of the scoring criteria accompanied by a variety of excerpts from candidate materials portraying performances at each level; and (c) illustrative summaries – evaluative descriptions of various candidate responses. Teachers reported that, of the three standardized formats offered to them, they preferred the cases format with its extended descriptions of an actual performance accompanied by annotated scoring notes. In terms of learning effects, candidates drew reasonably accurate inferences about their performance based on both cases and performance syntheses. The central conclusion we reached based on these findings was that feedback needs to be clearly organized around the scoring criteria for the exercise, and that examples of actual performances illustrating the application of the scoring criteria are important. However, teachers also reported that they would have preferred individualized, customized feedback on their own performance, although this option was not offered by the Board. As well, teachers indicated they would have preferred receiving the standardized feedback as “feedfront” to use in guiding them in their teaching and in preparing their assessment materials.

This study aims to develop a talent selection model for learning organizations capable of connecting two groups, candidates in a talent hiring process and managers of the hiring company, in a reliable process, promoting organizational learning and increasing employee satisfaction.

This paper integrates egalitarian principles, an artificial intelligence mechanism founded on stable matching algorithms, and evaluating critical soft skills to enhance recruitment practices within learning organizations. The authors conduct a numerical real-world application in Python to showcase the model’s effectiveness. Five candidates were evaluated for five job positions. Moreover, 26 soft skills were analyzed by the five company leaders, relating them to the requirements of each job position and by all candidates, as a self-assessment process.

The model promoted egalitarian talent management because it motivates the candidates to choose the preferred position in a company, and the employers hire the best candidate. It is satisfactory for all participants in a company’s hiring process if the parties intend to be fair and egalitarian. The benefits of the process can be considered isolated (parties’ satisfaction) or a part of a company’s effort to stimulate an egalitarian culture in organizational values.

The information generated by the model is used to refine its selection process and improve its understanding of the job requirements and candidate profiles of the company. The model supports this idea, using the concepts of indifference, stability, egalitarianism and the soft skills required and identified to be more effective and learn about themselves.

This paper discusses an egalitarian point of view in the recruitment process. It is satisfactory for all participants in a company’s hiring process if the parties intend to be fair and egalitarian. The process’s benefits can be considered part of a company’s effort to stimulate an egalitarian culture in organizational values.

This paper brings an excellent future perspective and points to the company’s development of talent retention. The model simultaneously solves the evolution of talent management processes through new technologies and soft skills emerging in the postpandemic scenario.

This study, based on signaling theory, examines the pre-recruitment employer branding strategy during the COVID-19 pandemic. It investigates the relationship between spontaneous word-of-mouth (WOM) recommendations for companies and prospective candidates' job application intentions. Specifically, the study explores serial mechanisms mediating the characteristics of company online career pages, including the perceived informativeness of online job advertisements (ads), candidates' preferences for its web approach to them and the company’s reputation.

Reflecting prospective candidates from students and young alumni of universities, partial least squares structural equation modeling (PLS-SEM) was employed on a sample of 737 individuals representing various fields of study from Greek universities.

The findings highlight the effectiveness of positive WOM recommendations during the initial stages of recruitment, particularly amidst COVID-19 challenges in the labor market, notably impacting young candidates. The study suggests that spontaneous WOM, originating from trustful sources, motivates job seekers to actively engage with the company’s web career channels, seeking information and favorable indications of the company’s approach toward its candidates. Positive WOM, combined with informative content and a friendly communication style, plays a critical role in shaping the company’s reputation. Consequently, this encouragement motivates individuals to start their job search efforts and consider applying for positions within the specific organization.

This research provides valuable empirical evidence in the pre-recruitment field, particularly in unforeseen crisis circumstances such as the COVID-19 pandemic. It examines how spontaneous, positive WOM from sources, like peers and alumni, significantly influences young job seekers' perceptions and preferences regarding the company’s career web channels as sources of information and signals about working conditions. The combination of positive WOM with informative content and a friendly communication style in the web approach plays a crucial role in shaping a positive company reputation. Consequently, this encourages candidates to consider applying for positions within the company.

This research contributes to pre-recruitment studies, especially amidst crises like COVID-19. It examines how positive WOM from trusted sources like peers and alma mater alumni influences young job seekers' views on the company’s career web channels. By emphasizing the importance of combining positive WOM with informative web content and a friendly communication style, the study offers insights into effective recruitment strategies. It highlights the significance of positive and spontaneous WOM in attracting young talent and its impact on job seekers' decision-making, even in uncertain conditions. Overall, it advances recruitment practices for attracting candidates.

This study was concerned with relationships between selected candidate characteristics and both candidates' immediate reactions to interviews and interviewers' evaluations of them. Candidates' self‐reported academic performance was unrelated to their immediate reactions to interviews. Candidates whose academic performance was poor were judged to be weak candidates by interviewers. Interviewers also saw these candidates as less intelligent. Candidates who came from working class background were more highly motivated to succeed and also tended to be more anxious before interviews. However, social class background was unrelated to interviewer judgments. There were a number of relationships between candidates' recollections of their affective responses during past interviews and their immediate reactions to the interviews studied here. Compared with other candidates, those who had disliked being interviewed in the past were more anxious and less confident about their interviews and also liked interviewers less personally. These negative affective responses were also associated with poor evaluations from interviewers.

The purpose of this paper is to cover the inaugural UK employment candidate experience awards (The C&Es). It aims to include details of the program, best practice case studies and some of the 2012 C&Es winner success stories.

This paper draws on research findings from participating organizations that shared data on their candidate experience processes and practices. This also includes research findings from 857 candidates who applied to these organizations. References may also be made to the North American research data – the second year has just concluded – with 90 participating companies and 17,500 candidate responses. Some of the organizations featured include UK winners GE Capital, Risk Management Solution and Avanade, and North American winners Adidas Group and Deloitte.

Organizations which do not recognize the importance of providing good candidate experience practices will find it increasingly difficult to source the right talent. Candidates expect a return on investment, and time invested will become the currency that fuels their expectations. Their key expectation/requirement will be timely, accurate and transparent communication. A personalized experience, and all that entails, will become the norm.

The paper provides evidenced research findings which were verified by candidates who experienced part or all of the organizations' recruitment processes.

This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.

Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.

Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.

This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.

In this chapter, we explore two intersecting plotlines of teacher knowledge and content knowledge through an experience in which we engaged our teacher candidates during our mathematics methods course. Teacher candidates were tasked with the challenge of creating hands-on, interactive activities for small groups of fifth-grade students based on a selected Common Core State Standard for Mathematics (CCSS-M) related to the area of fractions. Responsible for both planning and preparing their activities, the teacher candidates were the curriculum designers. What we designed as the practice teaching activity involved a morning of planning and implementing a fraction activity with small groups of fifth-graders in short sessions, making adjustments, prompting and cueing students, extending learning, managing behaviors and distractibility – experiencing the early challenges and rewards of their first experiences in teaching – gaining practice and feedback. Forming the core of this chapter is a narrative construction of Michelle’s personal experience working with teacher candidates and fifth-grade students in practice teaching spaces for the first time, discovering moments along with our students, when they bridged the expansive gap from living as education students to feeling like beginning teachers. Teacher candidates’ responses to the experience and reflections on their challenges and successes are shared.

In this chapter, we discuss how to use technology to enhance teacher education through the discussion of teacher education programs at two Maryland universities. University of Maryland University College, a public university, was founded to address the needs of the military overseas following the end of World War II, as an offshoot of the University of Maryland College Park. It has become the largest primarily online public, not for profit, university in the United States. Its Master of Arts in teaching program was reinstituted in 2009, after a several year hiatus. The second university, Bowie State University (BSU), is a more traditional, historically black university (HBCU) founded as a teacher education institution in the 1800s and has been training teachers ever since. Both institutions of higher education are part of the University System of Maryland and the teacher education programs are certified by the Maryland State Department of Education (MSDE). These two universities were selected to highlight how different types of universities are implementing technology into their teacher education programs. The distinction illustrates a fully online teacher education program and a fully face-to-face teacher education program and the nuances between the two. These distinctions offer a broader view of how technology is used to enhance teacher education and to offer equal opportunity to students who want to become teachers. The chapter focuses on the uses of technology for the instruction of teacher candidates’ field experiences and internships. Technology enhancements provided in teacher preparation courses for student academic instruction and university faculty and school personnel training in the use of technology and Web 2.0 tools are discussed.

English teacher candidates have limited opportunities to examine classroom-based discussions about LGBTQ-themed texts and heteronormativity in teacher education courses. This chapter presents one effort to address this issue using a video-based field experience in the English Methods course that demonstrated a critical unit of instruction about the play, Angels in America. The chapter provides a description of the project and English teacher candidates’ perspectives about what they learned for English educators interested in devising similar projects for their courses.