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1.
The University of Queensland Gatton College, in developing its Agribusiness degree in the late 1980s, responded to the findings of extensive surveys of agribusiness employers, and to the Australian government's policy of increased international competitiveness, based on value‐added exports. This response took the form of a curriculum which integrated core business disciplines with a suite of linked case study‐based subjects so as to strengthen students’ views of management as a holistic process. The centrepiece of the curriculum is an overseas market evaluation project undertaken by final‐year students in small groups contracted to commercial firms. The firms pay most of the research costs, with assistance from the Australian government, the students and the university. This unique capstone experience requires students to apply their agribusiness training under strictly commercial circumstances in a foreign cultural environment. Each firm's significant financial involvement is the catalyst for ensuring quality outcomes, because students must meet the expectations of their commercial clients as well as those of their university. 相似文献
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Children's ability to classify television programmes by genre has been depicted as significant in the development of children as viewers and employed as a variable in researching such development. This article reports a research study, employing the repertory grid procedure with 9‐10 year olds, designed to investigate the constructs children employ in describing and differentiating television programmes. Recent approaches to children's viewing have begun to prioritise their construction of meaning in relation to broadcast television. This study indicates that 9‐10 year olds' classifications of their viewing do not conform to those assumed in many earlier studies. 相似文献
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Lois André-Bechely 《Equity & Excellence in Education》2013,46(3):302-315
The article incorporates a critical theoretical and methodological framework to study a large urban district's implementation of a court-ordered voluntary integration program through magnet school choice. Drawing on the interview data from parents and district staff, the author analyzes the data as they relate to the district's magnet school application brochure, Opportunities for Success, and how the application is designed to support the voluntary integration program. The article first presents a short historical grounding for the district's voluntary integration program and how it influences the choice options for parents. Next, it discusses how the district implemented and organized the voluntary integration program and produced the magnet school application text. It then introduces data on parents' interactions with the magnet school brochure and application. The article concludes with a discussion of what can be learned from studying the texts of a voluntary integration program, what it tells us about racial and class privilege and diverse families' access to magnet school programs, and how text analysis can help us see where, in the institutional processes of school choice, further resegregation is likely to take place. 相似文献
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Nonprofit organizations' constituents, trustees and donors find financial reports confusing and too detailed. Advocates of Service Efforts and Accomplishments and assessment measures suggest that disclosing both financial and nonfinancial indicators will make the reports more useful. With hundreds of possible measures, ratios and data available, the nonprofit manager must select measures that portray the institution's condition and performance. This article presents a process and rationale for determining the measures. Also presented is a set of measures developed from interviews with presidents and administrators which were selected by a quantitative process that models complex decisions. The information selected for display both describes and measures the organization's condition and performance. 相似文献
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The Effectiveness of a Large‐Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark 
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下载免费PDF全文 Dorthe Bleses Anders Højen Laura M. Justice Philip S. Dale Line Dybdal Shayne B. Piasta Justin Markussen‐Brown Marit Clausen E. F. Haghish 《Child development》2018,89(4):e342-e363
The present article reports results of a real‐world effectiveness trial conducted in Denmark with six thousand four hundred eighty‐three 3‐ to 6‐year‐olds designed to improve children's language and preliteracy skills. Children in 144 child cares were assigned to a control condition or one of three planned variations of a 20‐week storybook‐based intervention: a base intervention and two enhanced versions featuring extended professional development for educators or a home‐based program for parents. Pre‐ to posttest comparisons revealed a significant impact of all three interventions for preliteracy skills (= .21–.27) but not language skills (d = .04–.16), with little differentiation among the three variations. Fidelity, indexed by number of lessons delivered, was a significant predictor of most outcomes. Implications for real‐world research and practice are considered. 相似文献
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Brianna L. Kennedy-Lewis Douglas Whitaker Olivia Soutullo 《Journal of Education for Students Placed at Risk》2016,21(4):230-245
The use of alternative schools as exclusionary discipline for students found guilty of committing behavioral infractions raises questions about the effectiveness of these schools in producing improved student outcomes. Educators' justifications for alternative placements are highly relevant, because decisions regarding placements are often subjective and based on ill-defined criteria. This mixed-methods study investigates educators' perceptions of one disciplinary alternative school in the Southeast and educators' justifications for its use. The study examines the district's alternative school students' outcome data and analyzes whether these data support educators' explanations for why they assign students to the alternative school. Findings show that educators often hold mixed beliefs about alternative schools, seeing them as both a punishment and as providing needed support and services. Students, however, do not demonstrate dramatically different academic or behavioral performance as a result of their placement, bringing into question educators' justifications for placing students in these schools. 相似文献
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Michelle A. Maher 《About Campus》2004,9(3):18-23
Togetherness, academic help, peer support—all good things for a college student, right? Mostly. Michelle Maher followed several students co‐enrolled in a cohort around for almost a year to discover what's good, what's not so good, and what we can do with both. 相似文献
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This article presents a study that had as its purpose to assist a large urban school district's leadership in systematically supporting school counselors and advisors conducting data‐driven decision making. Binder's Six Boxes® model served as the conceptual framework to collect and analyze information pertaining to barriers and enablers across environmental and behavioral factors. Barriers included lack of clear expectations and feedback, an overabundance of technology without time to practice, and clerical duties. Enablers included supportive leadership, knowledgeable counselors willing to participate, and leadership with positive perceptions. 相似文献
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《Performance Improvement》2017,56(1):21-27
No matter how much HPT practitioners improve human performance, we are not granted enough invitations to serve as tactical and strategic decision makers. Many “earning” decision makers such as financial experts regard HPT professionals as no more than operational‐level learning professionals. Therefore, HPT practitioners cannot rely on current decision makers to initiate a call for increased respect for the HPT industry. However, there is a contingent of HPT practitioners known as business‐entity performance technologists (BEP Techs) who serve as HPT activists by obtaining influential roles in decision processes. Their goals are to influence decision makers, become decision makers, support decision makers, and challenge decision makers from other industries to respect HPT practitioners as more than just learning professionals. To do this, they focus more on the improvement of business‐entity performance than on human performance. They seek to obtain respect for the HPT industry as both learning and earning professionals. 相似文献
11.
Kate Ruttle 《Literacy》2004,38(2):71-77
This article explores the idea that in order to improve the way we teach children to write, we need to improve our understanding of children as writers. Although developing their metacognitive skills can give us a clearer window into children's understanding, we must be wary of assuming that they ascribe the same meaning to their metacognitive metalanguage as we, their teachers, do. But we also need to beware of making assessments based just on the children's writing – children can use writing to hide from us what they do not know and cannot do. Through the presentation of three brief case studies of lower‐attaining Year 4 (8–9‐year‐old boys) the article considers the implications of assessing writing without acknowledging the role of the writer. 相似文献
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This paper reports on two studies which investigated the relationship between children's texting behaviour, their knowledge of text abbreviations and their school attainment in written language skills. In Study One, 11–12‐year‐old children provided information on their texting behaviour. They were also asked to translate a standard English sentence into a text message and vice versa. The children's standardised verbal and non‐verbal reasoning scores were also obtained. Children who used their mobiles to send three or more text messages a day had significantly lower scores than children who sent none. However, the children who, when asked to write a text message, showed greater use of text abbreviations (‘textisms’) tended to have better performance on a measure of verbal reasoning ability, which is highly associated with Key Stage 2 (KS2) and 3 English scores. In Study Two, children's performance on writing measures was examined more specifically. Ten to eleven‐year‐old children were asked to complete another English to text message translation exercise. Spelling proficiency was also assessed, and KS2 Writing scores were obtained. Positive correlations between spelling ability and performance on the translation exercise were found, and group‐based comparisons based on the children's writing scores also showed that good writing attainment was associated with greater use of textisms, although the direction of this association is nor clear. Overall, these findings suggest that children's knowledge of textisms is not associated with poor written language outcomes for children in this age range. 相似文献
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Karen A. Conklin 《Community College Journal of Research & Practice》2013,37(4):423-433
The rise to prominence of surveys by telephone has been attributed to advances in telephone technology, improvement of telephone research procedures, near complete accessibility of any population via the telephone, expansion of a survey industry that requires quality data generated in an efficient and timely manner for eager clients, and availability of considerable information, based on experiment and experience, on what techniques work or do not work when doing telephone surveys. This article details 10 years of experience with telephone survey methodology utilized at Johnson County Community College (JCCC) to collect data from business and industry, former students, and individuals residing in JCCC's service area. Of particular interest to community college researchers are the results of comparisons between mail survey respondents and nonrespondents who were later telephoned for an interview. These comparisons were conducted on results of annual studies of JCCC's career program completers. Although nonrespondents tended to be younger and more often male than female, there were no notable differences in the level of success and satisfaction reported. 相似文献
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The study evaluates the effectiveness of an in-service science program through measuring the use of materials available from the school district's resource supply center. This in-service program introduced the Science Curriculum Improvement Study simultaneously into all 35 elementary schools of one district. The live-material shipment orders served as an unobtrusive means of measuring teachers' behaviors. The 168 participants in the workshop before implementation did not significantly differ from the other 361 teachers in their use of materials. These participants were selected on the basis of availability and representation from each school. On a questionnaire they indicated a very high level of satisfaction with the workshop. The 128 participants in a second workshop during the summer following the first year of implementation made significantly greater use of the materials. 相似文献
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The baby boomer generation is quickly moving to the time of retirement. Signs point to the need for boomers to assume more responsibility for their financial security in retirement. In general, older women today do not have the financial resources that men do and are poorer in retirement. Conditions seem to be pointing to the fact that boomer women are moving in that direction as well. However, women seem to prepare less for retirement. This article looks at some of the reasons for women's lack of planning and saving for financial security in retirement. Economic and psychosocial reasons that contribute to this lack of preparation are examined, and some recommendations for change are suggested. 相似文献
16.
This paper examines the role of mediating organizations in helping schools engage in whole school change as part of a school district's reform agenda. Specifically, it examines the Learning Community Program in Los Angeles, a programme designed by an external school reform organization, to assist schools in planning and implementing LEARN (Los Angeles Educational Alliance for Restructuring Now). The programme's success is shaped by the district and school contexts in which it operates. As mediating agent, the Learning Community Program must balance the challenges facing the schools ‐‐ particularly their readiness to engage in reform ‐‐ with the demands of the district for scale, accountability and resources. As it does so, it faces the challenges of maintaining program flexibility, building sustainable changes, and preserving its organizational independence. These pressures generate three central dilemmas and threaten to undermine the success of the district's reform and the Learning Community Program ‐‐ scale versus sustainability, district mandates versus site autonomy, and organizational independence versus survival. It concludes that mediating agencies can be constrained by their dependence on policymakers for critical resources. 相似文献
17.
Karen M. Watt Jeffery Huerta Aliber Lozano 《Journal of Education for Students Placed at Risk》2013,18(2):185-212
Since the mid 1990s, reading instruction has changed and so has the School Development Program's (SDP) Essentials of Literacy (EOL) process. Beginning as a teaching suggestion at one New Haven, Connecticut school, Lincoln Bassett, EOL became a pilot project at Davis Street School in New Haven for the 1996-1997 school year and continues to be an implemented model in that school. Due to the results the program yielded at Davis, it was expanded to several other schools in the district and, for the last 4 years, has been the district's accepted intervention model. 相似文献
18.
Sangdo Choi 《Decision Sciences Journal of Innovative Education》2019,17(1):33-52
Operations and Supply Chain Management (OSCM) courses may cover supply chain strategies, supply chain classification, and supply chain performance. Familiarity with various manufacturing and logistics firms would help students to better understand such topics. Information on the Dow Jones Industrial Average indexed firms and top 50 supply chain firms by Gartner is easily accessible and typically covers a variety of industries from chemical, food/beverage, high‐tech to retail, to name a few. Instructors of OSCM courses can take advantage of this kind of information to discuss industry characteristics and supply chain classification. We present how to collect financial data, calculate supply chain metrics (e.g., inventory turns, profit margin, and cash‐to‐cash cycle) by building a spreadsheet model and creating an earns‐turns matrix, which prescribes supply chain classification. We also show how to analyze supply chain performance and describe industry characteristics based on the earns‐turns matrix. We provide vital questions and takeaways for instructors to lead and wrap‐up discussions. Students claim that they appreciated learning about industry characteristics and different supply chain strategies through the earns‐turns matrix analysis. 相似文献
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Nicholas Smith 《European Journal of Engineering Education》2005,30(2):181-190
This paper reports a survey of the progress of participants in a year in industry scheme for A’ level graduates in the UK typically aged 18/19. The scheme involves spending a supervised year in industry prior to a degree programme in engineering. The evidence shows that the year in industry: has a beneficial effect on the degree classification of the academically weaker participants, but little effect on the stronger; encourages all participants to take up further study; provides participants with a more positive picture of industry and engineering; but does not provide greater motivation to enter industry; provides greater financial remuneration in the world of work than would otherwise be the case. These results can be interpreted in terms of the way young people weigh the benefits of different career paths. Our hypothesis is that this involves moving to situations where they are more likely to be treated as adults. 相似文献
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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