Identifying Expectations for Service Quality in Training and Education Through Process Needs Assessment     

Michael F. Cassidy  Barry J. Schimmel  Kathleen&#x;Ann C. Brady 《Performance Improvement Quarterly》1993,6(2):3-16

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Making better performance easier with multisource assessment     

Mark R. Edwards  Ann J. Ewen 《Performance Improvement》1995,34(2):20-22

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Planning and communicating changes in program materials     

Ann F. Orton 《Performance Improvement》1984,23(3):19-21

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Useful terms in psychoeducational reports: A survey of students,teachers, and psychologists     

Mary Ann Rafoth  Bert O. Richmond 《Psychology in the schools》1983,20(3):346-350

The usefulness of terminology in psychoeducational reports is examined. Students, teachers, and psychology interns rated the usefulness of 25 terms frequently found in reports. Psychology interns also rated each term on the frequency with which they used it in their own reports. Significant differences were found in the usefulness ratings of the terms, depending on major, category, and whether or not the rater had taken a special education course. Special education majors were found to be more comfortable with technical terms than were students who had prepared to be regular classroom teachers or students in other majors. Findings suggest that it is necessary to use clear, unambiguous terms in reports, and to explain more technical terms in context.  相似文献   

A comparison of regular program and vocational program junior high school students on affective dimensions     

Carol Ann Brady  Olga Antonetti 《Psychology in the schools》1981,18(2):208-210

The hypothesis that young adolescents in vocational education programs would differ from young adolescents in a regular program along several affective dimensions was examined. The Today Form of the Multiple Affect Adjective Check List (MAACL) was administered twice during the school year to 111 students in a vocational program and to 50 students in regular classrooms. Dimensions of Anxiety, Depression, and Hostility were examined. Significant main effects for all three dimensions were noted for school program (regular vs. CVAE) and for grade (seventh vs. eighth). Students in the vocational program and those in seventh grade scored higher on Anxiety, Depression, and Hostility. These differences persisted across time, with the exception of Depression, for which there was a significant interaction between time (pretest vs. posttest) and school program (regular vs. CVAE), with regular students reporting increased depression at the second testing.  相似文献   

Locus of control and reading attitude     

Dorotha H. Brown  Ann W. Engin  Fred H. Wallbrown 《Psychology in the schools》1979,16(3):336-338

The relationships between three measures of locus of control and eight dimensions of reading attitude were investigated for a sample of 431 inner-city children. The sample included the intermediate grade children enrolled in the 20 regular classrooms of the three elementary schools from the Columbus, Ohio, Public Schools. Correlation coefficients were computed between locus of control scores and the eight dimensions of reading attitude. Reading Anxiety showed a significant relationship with the I- score. This finding suggests that inner-city children who are willing to accept personal responsibility for negative events in their lives also tend to experience more anxiety about their reading. The other seven dimensions of reading attitude were not significantly related to internality scores.  相似文献   

Mozarabs in Medieval and Early Modern Spain. Identities and Influences     

Ann Christys 《Al-Masaq: Islam & the Medieval Mediterranean》2009,21(3):336-338

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Scheherazade's Feasts: Foods of the Medieval Arab World     

Ann Chamberlin 《Al-Masaq: Islam & the Medieval Mediterranean》2016,28(1):86-87

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Children's experiences of fun and enjoyment during a season of sport education     

MacPhail A  Gorely T  Kirk D  Kinchin G 《Research quarterly for exercise and sport》2008,79(3):344-355

This paper reports on a 16-week sport education (SE) unit with just over 70 year 5 students (M age = 10.04 years) in one United Kingdom school during the spring and summer terms and discusses students' SE experiences. Student interviews were conducted throughout the season and a questionnaire on different motivation aspects was administered prior to and before completing the SE season. We report and examine the data in relation to hypothesized influences on fun and enjoyment, including being part of a team, autonomy, and improving game play. The principal reasons SE may be more enjoyable than previous physical education lessons include the greater opportunities for autonomy, affiliation, and competition, plus perceived learning.  相似文献   

Non-Academic Careers for STS Graduate Students: Hopping off the Tenure Track     

Thomas S. Woodson  Matthew Harsh  Rider Foley 《Minerva》2018,56(4):529-535

Science, Technology & Society (STS) graduate programs primarily train graduate students to work in tenure track academic jobs. However, there are not enough tenure track academic jobs to match the supply of STS graduate students, nor does every STS graduate student want to become an academic. As a start to addressing these challenges, we hosted workshops before the 2017 Society for the Annual Meeting of the Society Studies of Science and the 2018 ST Global conference. In those workshops, panelists with PhDs in STS and related fields and working in non-academic faculty careers such as government agencies, non-profit foundations, and industry emphasized that students must showcase how their skills are useful to non-academic organizations. The panelists offered a wealth of stories on how their STS perspective supported their careers, yet most had faced implicit and explicit mentoring from STS faculty that ran counter to their career aspirations. The conversations centered on reframing research and conveying to potential employers how their STS training would support their future careers. A takeaway point that resonated with many participants was the need for STS graduate programs to rethink how they market themselves, recruit students, and critically reflect upon the measures of success. By implicitly steering graduate students solely towards an academic career, STS graduate training will miss an opportunity to make a positive impact on society.  相似文献