Chapter V: Local Selection, Placement, and Administrative Relations
Abstract
CHAPTER V Local Selection, Placement, and Administrative Relations CLIFFORD P. ARCHER P UBLISHED RESEARCH in this area during the years 1943-45 is confined to questionnaire studies. Current literature indicates recognition of the importance of placing a graduate in a school situation where he would receive sympathetic and constructive guidance and in a position for which he is best adapted by personal and professional qualifications ( 8 ) . However, there is little evidence to show that conditions have improved in this respect. Current trends indicate greater emphasis on follow-up studies and problems connected with induction of the teacher in the profession. Teacher P l a c e m e n t Archer (1) studied the organization of teacher placement facilities in the various colleges and universities. One hundred twenty-five institutions reported by questionnaire that twenty-four out of thirty-seven large institutions, thirty out of thirty-eight small liberal arts colleges, and all of the thirty-five teachers colleges operated the teacher placement function separately from placement in other occupations. Thirteen larger universities and colleges and eight smaller liberal arts colleges handled teacher placement as one function of a central placement office. He found that placement directors divide their time between placement