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Research on personality within the organizational sciences and for employee selection typically focuses on main effects, as opposed to interactive effects between personality variables. Large, multi-organizational datasets involving two different measures of personality were examined to test theoretically driven trait by trait interactions in predicting job performance. Interactive effects of Agreeableness and Conscientiousness, Agreeableness and Extraversion, Extraversion and Conscientiousness, and Emotional Stability and Conscientiousness were hypothesized as predicting overall job performance. However, these hypothesized effects were generally not supported. Implications for personality assessment are discussed.

The Civilian Conservation Corps (CCC) was a novel United States federal education programme that enrolled nearly three million men during the 1930s and early 1940s. This public work relief programme provides a case study of the ways that masculine, eugenicist ideas concerning public education evolved from the Progressive Era through the Great Depression. This educational philosophy was espoused by a small group of men -- some educators, some not -- who sought to remedy what they saw as the failures of public schooling, namely its overly feminine nature. Through an analysis of their public writings and the images that were used to advertise the CCC, we examine the programme's vision of education for white working-class men intended to help rebuild the United States following the Great Depression. Our exploration of these ideas provides an important bridge between the educational theories of the Progressive and the Post-Second World War eras.

Improving the quality of education for Indigenous students in the United States (U.S.) requires meaningful and purposeful collaboration between stakeholders in schools, communities, and universities (Clare & Sampsel, 2013; National Center for Educational Statistics, NCES, 2012b). However, scant literature addresses collaboration between Indigenous organizations and university-based teacher preparation. Existing partnerships include tribal organizations located on reservation lands, mainly in the Southwest or Plains regions of the U.S. (Belgarde, Mitchell, & Arquero, 2002; Castagno, 2012; Jacobs et al., 2001; Stachowski, & Mahan, 1998; White, Bedonie, de Groat, Lockard, & Honani, 2007) and several programs that focus on preparing Indigenous teachers for Indigenous students. Whereas the Midwestern portion of the U.S. (i.e., Midwest) is home to numerous tribes with Indigenous lands and communities, university and community partnerships for teacher preparation in that region have not been deeply explored in the scholarly literature. Seeking to fill a gap in the literature and share innovative practice from the field, thse authors focus this conceptual piece on improving education for Indigenous students through the development and implementation of culturally responsive curricula for teacher preparation (Castagno & Brayboy, 2008; Gay, 2010; Pewewardy & Hammer, 2003; Reyhner, 1993). They discuss Loyola University Chicago's teacher preparation program that acknowledges the historical complexities of Indigenous education and incorporates promising practices to prepare teachers through community collaboration in the city of Chicago. This article begins with a brief history of Indigenous education, acknowledging that past policies and practices impact the current educational landscape. The authors then address the struggles of Indigenous children in U.S. public schools to identify a gap between teacher preparation and the realities of classroom practices. In response to these challenges, they share how one university bridges the gap between teacher preparation and community needs through university, school, and community collaboration--showcasing the developmental phases of a sustainable, mutually beneficial partnership between an urban Indigenous community organization and a university. The articles closes with recommendations for community-university partnerships to prepare teachers for urban Indigenous students.

In her 2019 address, Ann Marie Ryan, president of the Organization of Educational Historians, examines historical consciousness and educational spaces. Historical consciousness requires historiographical knowledge--coming to an understanding of history after considering multiple historical accounts and interpretations. Historical theorist Jörn Rüsen argued that historical consciousness allowed for learning "from the actions, ideas and mores of the past, recognizing how much things [change], yet still taking the past into account in facing the future" (Rüsen 1993, quoted in Seixas 2017, 596). The idea of historical consciousness and its relationship to educational spaces is critical to the field of educational history. When entering an educational space--a school, a museum, a community organization, or similar space--people inherit the histories of those places. They also shape the histories of those same places by the choices they make and the actions they take in the present and future. Teachers, administrators, parents, and community members therefore choose to pick up particular pedagogical practices and educational policies and choose not to endorse others (Ryan, Tocci, and Moon 2020). Exercising historical consciousness affords them the opportunity to engage in a rigorous critique of their pedagogical practices over time and place--all practices, even those that are cherished by many, but may be privileging some and marginalizing others--fall under scrutiny. In this examination of the past, they will undoubtedly need to frame new questions and reframe familiar ones to meet the challenge that historical consciousness demands in a post-colonial world.

The need for sophisticated and highly skilled educators in urban schools is painfully obvious, even to the most casual observer. National and local test data demonstrate that students in urban schools are generally not achieving at the same levels as are their suburban and more affluent peers. Teacher educators in urban areas struggle with how to best prepare and encourage their students in teacher preparation programs to enter city schools to assist in changing this bleak picture. In this article, the authors focus on the impact of a new core course that anchors teachers to, and broadens how we prepare teachers to engage in, urban communities: Teaching and Learning in Urban Communities. The examination of this new course focused on the following question: To what extent and in what ways does Teaching and Learning in Urban Communities have an impact on teacher candidates in terms of their understanding of: (a) social justice, (b) the relationship between their identity and their pedagogical practices, and (c) urban communities as educational resources? In this article, the authors offer a view of the program that they developed with these principles in mind by focusing on the impact of one of the new core courses.

Ultimately, the national goals of improving learning outcomes for all students and reducing, if not eliminating, the achievement gap require a teaching corps that brings knowledge and professional competencies to have positive impacts on diverse learners in diverse settings (Gándara & Maxwell-Jolly, 2006). As central actors in schools, teachers have the greatest impact on student achievement (Cochran-Smith & Fries, 2005). Nevertheless, due to varied challenges of preparing high-quality teachers within the context of traditional schools of education, preparation programs have yet to consistently and comprehensively produce teachers who accomplish these outcomes (Ball & Forzani, 2009; Larabee, 2004, 2010). While substantive reform and evidence of improved teacher education emerges (Ball & Forzani, 2009, 2010; Zumwalt & Craig, 2005), systemic change that contributes to better pre-kindergarten-through-twelfth-grade (PK-12) student outcomes remains elusive (Darling-Hammond, 2010). In this article the authors describe how they fundamentally changed their model of teacher preparation to prioritize clinical practice through partnerships with schools and communities and are taking a step in the right direction to improve teaching and learning. In the Teaching, Learning, and Leading with Schools and Communities (TLLSC) program at Loyola University Chicago, they envision teacher education as sharing the same mission and high expectations as those of effective PK-12 professionals at multiple levels of teaching and learning: supporting and sustaining successful students, innovative classrooms, exemplary schools, enriched communities, and global citizenship (Zhao, 2010). To fulfill this mission, in the TLLSC program, teacher preparation faculty collaboratively re-envision teacher education by developing instructional partnerships and grounding programs in urban schools and communities. This enables them to respond to the needs of schools and communities in and around Chicago and to increase the number of skilled educators who are highly committed to and capable of teaching diverse student populations (García, Arias, Harris-Murri, & Serna, 2010).

Social efficiency shaped much of public schooling in the United States during the early twentieth century. Simultaneously, Roman Catholic schools proliferated and became increasingly regulated by state departments of education. This led to increased influence of public education reform movements on Catholic schools. This article examines the arguments advanced by Catholic educators who questioned the educational measurement movement and eugenic-inspired reforms such as intelligence testing. It follows those debates during the early twentieth century through to the mid-century. American Catholic educators offered arguments beyond self-interest grounded in the principles of Catholic education with a commitment to educating the whole child -- mind/body-soul -- in the Thomist tradition. This historical case demonstrates how the dualist tradition of the mind/body-soul stood against the pseudo-scientific attempt of eugenicists in attempting to measure minds and bodies-souls.

This paper is about Catholic subjectivity and teacher education. We explore multiple notions of Catholic subjectivity drawing from their Korean, Irish American, and Filipino-Polish heritages. Lived religion and memory writing are conceptual and methodological foundations of this paper. We examine multiple meanings of Catholic subjectivity via self-reflexive investigations on self, others, and the community in diverse sociocultural contexts. We argue that attention to teacher subjectivity with spirituality is deeply aligned with promoting the public good, such as advancing diversity and social justice issues in teacher education.

In the early twentieth century in the United States, Roman Catholic schools grew in number and became increasingly regulated by state departments of education. This led to the increased influence of public school reform movements in Catholic schools. Some Catholic educators questioned these movements, while others embraced them. Educational measurement strategies, such as IQ and standardised testing, gained support from women religious orders and congregations, who made up the majority of the Catholic teaching force. For pragmatic reasons, they saw some value in the promises of modern educational science for teaching and learning. This practice, however, put them at odds with some of the beliefs and values of their Church. This study demonstrates how Catholic sister teachers attempted to shape the debate on the introduction and use of reform strategies like IQ and standardised testing. It also examines how Catholic sister teachers made use of Catholic beliefs and values to make arguments in favour of IQ and standardised testing in Catholic schools. Using agreed upon Catholic religious tenets and working within their gendered reality, Catholic sister teachers demonstrated how they tried to convince their colleagues, male and female, to come to an understanding around the use of educational measurement.

The rise in AI‐based assessments in hiring contexts has led to significant media speculation regarding their role in exacerbating or mitigating employment inequities. In this study, we examined 46,214 ratings from 4947 interviews to ascertain if gender differences in ratings were related to interactions among content (stereotype‐relevant competencies), context (occupational gender composition), and rater type (human vs. algorithm). Contrary to the hypothesized effects of smaller gender differences in algorithmic scoring than with human raters, we found that both human and algorithmic ratings of men on agentic competencies were higher than those given to women. Also unexpected, the algorithmic scoring evidenced greater gender differences in communal ratings than humans (with women rated higher than men) and similar differences in non‐stereotypic competency ratings that were in the opposite direction (humans rated men higher than women, while algorithms rated women higher than men). In more female‐dominated occupations, humans tended to rate applicants as generally less competent overall relative to the algorithms, but algorithms rated men more highly in these occupations. Implications for auditing for group differences in selection contexts are discussed. Practitioner points: Patterns of gender differences in ratings made by humans and algorithms varied across competency types.Gender difference patterns also varied by the jobs' gender composition.Investigations of rating differences between humans and algorithms should consider interview content and context. [ABSTRACT FROM AUTHOR]

In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit de Oliveira Andreotti et al.'s social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program. [ABSTRACT FROM AUTHOR]

During the first half of the 20th century, Catholic educators in the United States used theological arguments both to resist and embrace the progressive educational reform effort of educational measurement. The significant expansion of Catholic schooling and the increased number of students attending them, along with increased state oversight, led to a gradual, yet uneven, acceptance of educational measurement by Catholic educators. This partial and more critical acceptance can be attributed to the diversity of Catholic schooling and the incongruity between the assumptions of educational measurement and Catholic educational beliefs. This historical case offers support for continued critique of reform movements and at the same time cautions against wholesale rejection of them. Each reform requires scrutiny with the goal of determining which will assist schools in helping students reach their fullest potential.

The quest for state and federal aid for Catholic schools is not new. Concerns regarding excessive entanglement, mission dilution, and external control have been voiced for decades. A particularly instructive historical period on this issue is the era of the Great Depression. Because of widespread economic hardship across sectors, Catholic leaders were active and engaged in the politics of federal and state aid for schools and experienced both success and failure.