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1.
Ryan Watkins 《Performance Improvement Quarterly》2001,14(3):117-132
This study examined the relationships among specified personality and individual characteristics of university students with their level of commitment to a measurable, results‐focused statement of an Ideal Vision. The study examined variables (including locus of control, generativity, self‐efficacy, values, and risk taking) to determine their relationship with an individual's commitment to an Ideal Vision. Concurrent assessments of individual differences and commitment were utilized to investigate the relationship these variables may have with an individual's commitment to the pragmatic leadership and management practice of using an Ideal Vision as the starting place for strategic planning, needs assessment, performance improvement, and decision making. 相似文献
2.
《学习科学杂志》2013,22(2):215-234
In this article, I present a framework for the study of children's learning in cultural practices and educational activities. The framework consists of three analytic components, each of which is grounded in a constructivist treatment of cognitive development: (a) a model for the analysis of emergent cognitive goals in practices, (b) a model for the analysis of cognitive developments linked to emergent goals, and (c) a model for the analysis of the interplay between cognitive developments linked to one practice or activity to accomplish emergent goals in another. The article describes the early history of the framework and its current application to the design and analysis of a classroom practice in the United States involving arithmetical problem solving in third and fourth grade inner-city classrooms. I close with a discussion of the framework with reference to Schoenfeld's (1992) standards for methodological innovations. 相似文献
3.
Michael W. Apple 《比较教育学》2001,37(4):409-423
In this article, I pay particular attention to some of the most important dynamics surrounding globalisation in education—the increasingly powerful discourses and polices of neoliberalism concerning privatisation, marketisation, performativity, and the 'enterprising individual'. While I demonstrate the truly international effects of neo‐liberal policies—and the differential realities they tend to produce in real schools—I also suggest that we cannot simply read off the effects of these policies in the abstract. Their uses and effects are historically contingent. They are at least partly dependent on the balance of forces in each nation and on the histories of the ways progressive tendencies have already been instituted within the state. Yet, I also suggest that any analysis of these discourses and policies must critically examine their class and race and gender effects at the level of who benefits from their specific institutionalisations and from their contradictory functions within real terrains of social power. 相似文献
4.
《Educational Assessment》2013,18(4):325-338
Concerns about the effects of multiple-choice measures in traditional testing programs have led many educators and policymakers to suggest the use of alternative assessment methods. Some performance-based assessments require students to work in small collaborative groups as part of the test process. This study uses responses to hands-on science tasks at Grades 5 and 8 to examine whether the score a student earns while working with someone else is a truly independent assessment of that student's ability. We also explore whether working in pairs affects an individual's scores on subsequent tasks and whether these results are consistent across grade levels. Our analyses indicate that at Grades 5 and 8, work done with a partner should not be considered as an independent assessment of each student's ability. Some evidence of carry-over effects from working in pairs was found at each grade. 相似文献
5.
Anne M. Phelan 《课程研究杂志》2013,45(1):93-114
Practical reasoning refers to a teacher's capacity to discern particulars and make wise judgements about how to act in pedagogical situations. But how do teachers know what is right? How are teachers' preferences to be grounded and their choices justified? I explore the disciplines as one source of moral perception. Assuming that narrative unities underscore the coherence and continuity of an individual's experience, I generated data in the context of a 2‐year teacher education programme. The case study of an aspiring teacher of secondary school language arts illustrates how the intellectual virtues of a discipline can influence a student teacher's practical reasoning. I conclude that teacher educators must attend to the complex ways in which a prospective teacher's prior discipline may influence aspiring teachers' orientations to experience, their consideration of educational ends, and, finally, their characters. 相似文献
6.
A university that does not respond to the technological developments of the current age can be said to be both nonresponsive in the behavioral sense and irresponsible in the moral sense. It might seriously be questioned whether a stance of nonresponse is indeed possible. Technology is an inescapable fact of our contemporary cultural existence. We are reminded of the disarming reply of Thomas Carlyle to Margaret Fuller's stoic affirmation, “I accept the universe!” Responded Carlyle, “Gad, she'd better!” ... The more difficult requirement that we face, however, is that of responding responsibly to this cultural fact. 相似文献
7.
P. Copeland 《Learning, Media and Technology》1981,7(1):7-11
Video recorders, microcomputers and viewdata systems each have a unique contribution to make to education and training. In combining these three developments, however, the possibility emerges of using video as the basis of an integrated study medium. Such a medium could interpose videotext with videoprogram, provide explanation or ask questions, enable adaptive structuring and present knowledge in many different ways. In particular, it could provide the opportunity for interaction during each individual's study encounter. This paper expands on these possibilities and illustrates their relationship using a media paradigm constructed from the dimensions of image change‐rate and response‐demand. 相似文献
8.
This article deals with evaluating an interactive learning environment (ILE) during the iterative-design process. Various aspects of the system must be assessed and a number of evaluation methods are available. In designing the ILE Ambre-add, several techniques were combined to test and refine the system. In particular, we point out the merits of combining measures of the ILE's impact on learning with analyses of the learner's activity. In this article, the approach used to evaluate Ambre-add is described and analyzed, and its advantages and disadvantages are discussed. Then, a general procedure for evaluating ILEs during iterative design is proposed. 相似文献
9.
Reading comprehension is difficult to measure because it is a multifaceted construct influenced by a variety of cognitive, social and affective variables. There are also many distinct reasons for measuring reading comprehension such as the evaluation of instructional programs, the ordering of students by ability, and the diagnosis of reading difficulties. In this article we suggest that appropriate measures of reading comprehension depend on the fit between the purposes for testing and the properties of individual tests. Three test properties that we identify are statistical: stability of individual differences, consistency of an individual's scores across testing occasions, and sensitivity of the criterion variable to treatment or growth. Three other properties are conceptual in nature and pertain to test validity: nomothetic span, construct representation, and penetration. Each of these test properties and purposes is described, as well as the perils of mismatches among them. Comparative research on reading tests, construction of tests from theories and models, and use of testing portfolios can all improve the effective measurement of reading. 相似文献
10.
We describe how 1 Algebra I teacher and her 8th-grade students used meta-representational knowledge when generating and evaluating equations to solve word problems. Analyzing data from a sequence of 4 lessons, we found that the teacher and her students used criteria for evaluating equations, in addition to other types of knowledge (e.g., different interpretations of the equal sign) previously reported in the literature. Moreover, the teacher and her students had trouble understanding one another's proposed algebraic models of problem situations due to differences in the criteria that each applied, and this impeded learning. These findings (a) extend an accumulating body of evidence for the role meta-representation plays in mathematics and science learning and (b) add a new dimension to researchers' growing understanding of what teachers must know in order to teach algebra and other complex mathematics and science topics effectively. 相似文献
11.
《Journal of College Student Psychotherapy》2013,27(2-4):135-149
Women who develop bulimia in college are often not prepared for the strenuous and conflicting demands of the college experience, which may reawaken and demand new, phase-appropriate resolution of separation-individuation issues and test the individual's stable sense of self. Bulimia may be seen as a coping mechanism for many young women who have failed to find healthy resolution of early conflicts over separation-individuation and who have failed to develop the "self structures" necessary for the further development of the sense of self which college demands. In this paper I will utilize clinical examples to illustrate some of the ways in which bulimia may be a "solution" for college women who are struggling with problems of separation, intimacy, and self-esteem. 相似文献
12.
张其春 《福建工程学院学报》2016,(5):495-500
福建正处于跨越发展的重要战略机遇期,科技人才短缺已成为制约其经济社会发展的重要瓶颈。科技人才政策是塑造良好人才环境的重要因素,福建省的科技人才政策仍然存在体系不完善、落实不到位等问题。台湾当局从科技人才的供需预测、培育、引进、使用和评价等方面制定并实施了一系列政策,取得了显著成效,文章系统比较了闽台两地科技人才政策,并基此对福建省科技人才政策提出了实施科技人才供需预测、差异化的人才培养政策、自主培养与境外引进相结合、物质与精神激励并用、分类管理与多元化评价等措施建议。 相似文献
13.
Tomas R. Giberson 《Performance Improvement Quarterly》2015,28(2):7-26
This article provides a historical overview of industrial–organizational (I‐O) psychology and its relationship to the field of performance improvement (PI). I‐O's history is initially described within the context of the broad science of psychology. Key points of intersection between I‐O and PI are identified, including the behaviorist movement and I‐O psychologist Dr. Thomas F. Gilbert. The article then briefly reviews the typical training for doctoral and master's‐level I‐O students and concludes with observations regarding the field of PI from the viewpoint of an I‐O psychologist. 相似文献
14.
Monica Lee 《Performance Improvement Quarterly》2003,16(2):72-89
In this paper I contend that, although codes of ethics are very good things and could potentially improve performance by acting as a normalising agent for a profession, they are not problem‐free. In particular, they lend themselves to reification (making something abstract into something concrete and thus, reduce the potential for their full impact), they are time dependent (that is, they are relevant only to the time in which they were formulated), subject to different lenses (that is, they are relevant only to the culture in which they were formulated), and emotionally challenged (that is, they are rarely formulated in a way that encompasses the emotions around the particular situation). An individual's role in a situation is hard to delineate via codes of ethics and, thus, these codes of ethics should be seen as a proposition, rather than as a solution for performance problems regarding ethical challenges. 相似文献
15.
Susanna Lindberg 《Educational Philosophy and Theory》2020,52(4):384-396
AbstractBernard Stiegler is known as a leading philosopher of technics. He has developed an original interpretation of technics as an externalized epiphylogenetic memory that (1) remembers in the place of the human being, who appears therefore as a forgetful being and (2) is collective and constitutes a technological community, that is different from any ethnical-political community. Stiegler has also examined the social and political consequences of contemporary technology. Technics are not neutral. Contemporary digital technologies claim to inform but more fundamentally they produce pulsions in a way that is destructive to psychic and collective individuation and leads to a generalized proletarianization, where the problem is not biopower or capitalism but lack of attention and desire. Can the digital world become a new public space? Stiegler is quite pessimistic, but in principle, to some extent, it is possible to seize and convert ‘the means of memory production.’ Stiegler's insights are invaluable in the task of evaluating new learning technologies, because he analyzes political community from the double point of view of technology, and of the care of younger generations. In this article, I present Stiegler's philosophical theory and show how it can be applied to education and digital learning environments. 相似文献
16.
17.
Miriam E. David 《International Studies in Sociology of Education》2013,23(2):111-132
This article considers the relationships between children, parents and the state in the context of changing global, social and family structures and policy developments, providing a case study of New Labour policies in Britain. It first considers the changing ideological discourses about families, parents, especially lone mothers, children, 'home' and 'work'. Secondly, it reviews the evidence about the changing socio-economic context and for what has been termed the fragmenting family. Thirdly, it provides an analysis of the New Labour government's approach to education, welfare and family policies, including the national child care strategy and supporting families consultation document. It sets this analysis in the context of changing political discourses and from a feminist perspective, arguing that the policies are not 'joined up' but fragmented and diverse, deriving from a variety of sources and targeted on a number of different groups. Thus it is difficult to argue that there is but one modernisation project or 'third way' being espoused by New Labour. However, the underlying theme of all the policy developments is economic and oriented to work. This involves a rebalancing of home and work and the involvement of parents, especially mothers, in work rather than education or child care. The measures taken to achieve this have been both coercive and controlling and involve new methods of surveillance and regulation through standards. Whilst New Labour has developed a new direction for families in balancing home and work, this is fragmented and diverse and covers a variety of policies from education - early childhood through to lifelong learning - and social services, to fiscal measures, to health and welfare and finally involving the Home Office in new parenting initiatives. The balancing of home and work has become the central business of government in its various and diverse activities. 相似文献
18.
Andrew J. Russell 《教育心理学》1997,17(1-2):195-208
Abstract Computer‐based Training (CBT) is frequently seen as a solution for companies seeking to increase effectiveness of vocational training programmes. In this study, 257 Train Operators from London Underground's Central Line viewed a short Computer‐based Training (CBT) module. They also sat a Cognitive Styles Analysis (CSA), which measures an individual's position on two cognitive dimensions: Verbal‐Imager and Wholist‐Analytic (Riding, 1991). Analysis was then conducted on the influence on learning performance of age, cognitive style and attitude to technology. Age was found to significantly influence performance on all post‐test measures. Imagers were found to perform better on post‐test measures involving naming or identifying location of equipment than Verbalisers or Bimodals. Distribution of cognitive styles were found to be skewed on both dimensions and the implications for both CBT instruction and broader corporate considerations are discussed. 相似文献
19.
《Chinese Education & Society》2013,46(6):63-68
From now through 2010 is a critical period in this era of transition between centuries. The goals of developing technology in higher education shall follow the guidelines of "stabilizing one end and loosening and opening up a whole big piece." This was promulgated by the central government, with the state making decisions with regard to technological development. This includes fully recognizing and affirming the status and role of technological development of colleges and universities within the overall technological development in the country; changing people's ideas; exploiting potential strengths; forming a group advantage in certain spheres; and obtaining breakthroughs on certain major technological issues. In this way, the reform of technological development in colleges and universities may reach a new plateau. The result will be to make even greater contributions to the construction of the national economy, to the country's technological advancement, and to the nurturing of high-level personnel. The basic thought toward bringing about the realization of these goals is that of firmly—even ferociously—grasping "both ends." In other words, we need to stabilize, even strengthen, one end, that is, basic scientific research, while propelling and strengthening the other end, that is, transforming the fruits of technological research into industrial production. This is also the fundamental point of departure for setting the plan for the development of technology in colleges and universities during the period of the Ninth Five-Year Plan, with a view toward accomplishing a "trinity" among bases, personnel resources, and the major items and projects. 相似文献
20.
LU XINGCUN 《Chinese Education & Society》2013,46(4):68-70
Within 24 hours after our arrival in Peking, all of us became aware of the primacy of the "socialist work ethic" in China's developmental effort. The message came via the loudspeakers on the street corner, the signs on the primary-school playground, and our observations of the students' "production time" in their first grade classes. The impact was clear. One's attitude towards work and his or her specific contributions to group projects was regarded as a key indicator of the individual's loyalty and patriotism. 相似文献