Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies

2021 ◽  
Author(s):  
Nicolás Ajzenman ◽  
Gregory Elacqua ◽  
Diana Hincapié ◽  
Analia Jaimovich ◽  
Florencia López Bóo ◽  
...  
Keyword(s):  
High School Students ◽  
Career Choice ◽  
Large Scale ◽  
Teaching Profession ◽  
Monetary Incentives ◽  
Behavioral Strategies ◽  
School Students ◽  
High Performing ◽  
Choice Making ◽  
Career Choice Motivation

Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.

scholarly journals CAREER CHOICE MOTIVATION OF HIGH SCHOOL STUDENTS IN CONTEXT OF CHANGING HIGHER EDUCATION IN KNOWLEDGE ECONOMY

2017 ◽  
Vol 11 (2) ◽  
pp. 23-37
Author(s):  
Szabolcs Rámháp ◽  
Dávid Nagy ◽  
Ákos Országh ◽  
János Rechnitzer ◽  
Bálint Filep
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
Career Choice ◽  
Knowledge Economy ◽  
School Students ◽  
Career Choice Motivation

Career choice motivation using behavioral strategies

2021 ◽  
Vol 84 ◽  
pp. 102173
Author(s):  
Nicolás Ajzenman ◽  
Gregory Elacqua ◽  
Diana Hincapié ◽  
Analía Jaimovich ◽  
Florencia López Boo ◽  
...  
Keyword(s):  
Career Choice ◽  
Behavioral Strategies ◽  
Career Choice Motivation

Let’s tweet again? Social networks and literature achievement in high school students

2021 ◽  
pp. 1-64
Author(s):  
Gian Paolo Barbetta ◽  
Paolo Canino ◽  
Stefano Cima
Keyword(s):  
High School ◽  
High School Students ◽  
Web 2.0 ◽  
Large Scale ◽  
Standardized Test ◽  
Controlled Trial ◽  
School Students ◽  
Negative Effect ◽  
Internet Connections ◽  
The Impact

Abstract The availability of cheap Wi-Fi internet connections has encouraged schools to adopt Web 2.0 platforms for teaching, with the intention of stimulating students’ academic achievement and participation in school. Moreover, during the recent explosion of the SARS-CoV-2 crisis that forced many countries to close schools (as well as offices and factories), the widespread diffusion of these applications kept school systems going. Despite their widespread use as teaching tools, the effect of adopting Web 2.0 platforms on students’ performance has never been rigorously tested. We fill this gap in the literature by analyzing the impact of using Twitter as a teaching tool on high school students’ literature skills. Based on a large-scale, randomized controlled trial that involved 70 schools and about 1,500 students, we find that using Twitter to teach literature has an overall negative effect on students’ average achievement, reducing standardized test scores by about 25 percent of a standard deviation. The negative effect is stronger on students who usually perform better.

“Playing school”

2018 ◽  
Vol 12 (2) ◽  
pp. 99-110 ◽  
Author(s):  
Nathaniel Bryan ◽  
Christopher C. Jett
Keyword(s):  
Early Childhood ◽  
High School Students ◽  
Black Males ◽  
Black Male ◽  
Culturally Relevant ◽  
Teaching Profession ◽  
Black Boys ◽  
School Students ◽  
Content Type ◽  
Imaginative Play

PurposeMuch of the extant research literature on the initiatives to attract, inspire and recruit Black males to the teaching profession has focused on middle and high school students. Black boys’ socialization into dominant narratives regarding who can and cannot become teachers occurs as early as in early childhood classrooms; however, little attention has been given to ways to attract, inspire and recruit them to the professional teaching ranks where a paltry 2 per cent are Black men.Design/methodology/approachThis paper explores the concept of imaginative play experiences with respect to Black boys and unearths possibilities for future Black male teachers through culturally relevant play.FindingsBased on findings from the literature, this conceptual paper makes connections between the early childhood play literature and the Black male teacher recruitment and retention literature to create possibilities to inspire Black boys to enter the teaching profession.Originality/valueThis paper presents a nuanced integration of imaginative play and culturally relevant pedagogy with specific attention to Black males.

Assessing Efforts to Diversify Kentucky’s K–12 Teacher Workforce: A Mixed-Methods Analysis of a Grow-Your-Own-Teacher Pathway

2021 ◽  
Author(s):  
W. Kyle Ingle ◽  
Stephen M. Leach ◽  
Amy S. Lingo
Keyword(s):  
High School ◽  
High School Students ◽  
School Districts ◽  
Teaching And Learning ◽  
School Personnel ◽  
Teaching Profession ◽  
White Female ◽  
School Students ◽  
Item Responses ◽  
K 12

We examined the characteristics of 77 high school participants from four school districts who participated in the Teaching and Learning Career Pathway (TLCP) at the University of Louisville during the 2018–2019 school year. The program seeks to support the recruitment of a diverse and effective educator workforce by recruiting high school students as potential teachers for dual-credit courses that explore the teaching profession. Utilizing descriptive and inferential analysis (χ2 tests) of closed-ended item responses as well as qualitative analysis of program documents, Web sites, and students’ open-ended item responses, we compared the characteristics of the participants with those of their home school districts and examined their perceptions of the program. When considering gender and race/ethnicity, our analysis revealed the program was unsuccessful in its first year, reaching predominantly white female high school students who were already interested in teaching. Respondents reported learning about the TLCP from school personnel, specifically, guidance counselors (39%), non-TCLP teachers (25%), or TLCP teachers (20%). We found that the TLCP program has not defined diversity in a measurable way and the lack of an explicit program theory hinders the evaluation and improvement of TLCP. Program recruitment and outcomes are the result of luck or idiosyncratic personnel recommendations rather than intentional processes. We identified a need for qualitative exploration of in-school recruitment processes and statewide longitudinal studies to track participant outcomes in college and in the teacher labor market.

scholarly journals Design of a student-led organizational partnership to host an annual statewide Science Olympiad K–12 outreach tournament

2019 ◽  
Vol 43 (3) ◽  
pp. 401-407
Author(s):  
Daniel Naveed Tavakol ◽  
Karen Emmons
Keyword(s):  
High School ◽  
High School Students ◽  
Large Scale ◽  
The State ◽  
School Students ◽  
School Division ◽  
National Education ◽  
Science Olympiad ◽  
And Mathematics ◽  
K 12

Since fall 2015, the University of Virginia’s (UVA) Engineering Student Council (ESC) has partnered with the nonprofit Virginia Science Olympiad (VASO) organization to host a Science Olympiad (SciOly) state tournament in Charlottesville, Virginia, each spring. This annual tournament brings over 2,000 middle and high school students, teachers, and parents to the UVA campus, and teams of 15–17 people from roughly 90 schools across Virginia participate in 46 different events (23 middle school, Division B; 23 high school, Division C) relating to the science, technology, engineering, and mathematics (STEM) fields throughout the day-long competition. The national SciOly organization sets the events and rules to comply with national education standards, and the VASO board coordinates the teams and tournaments within the state. By collaborating with VASO, UVA ESC was able to plan a large-scale SciOly tournament at UVA in approximately 10 mo with the support of the UVA School of Engineering and Applied Science. Since this event was planned and executed solely by undergraduates in cooperation with the nonprofit organization, there were institutional hurdles that were overcome through the months of planning. The Virginia SciOly state tournament has continued to be held at UVA with the support and cooperation of the UVA ESC and VASO, and bringing this tournament to UVA has allowed for increased excitement for participating K–12 students and a mitigated burden to the VASO organizers in planning the state competition. This paper aims to provide a resource for other universities to support STEM activities in K–12 outreach organizations, like SciOly, in the future.

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