Cross‐national Similarities and Differences in Employee Perceptions of Issues in the Work Environment     

David Ripley  Irene Hudson  Robin Turner  AAhad Osman‐Gani 《Performance Improvement Quarterly》2006,19(1):41-66

This exploratory study examines cross‐national similarities and differences in employee perceptions of issues in the work environment in 17 organizational work settings in seven Asia‐Pacific countries; Australia, Malaysia, New Zealand, Singapore, South Korea, Taiwan, and the United States. Employees at these 17 sites indicated their degree of agreement with statements about 60 work environment issues which previous research has shown impact performance. Resulting data were compared using coefficients of concordance as described by Gibbons (1971) at three levels of analysis. Analysis indicated that differences and similarities in responses did not reflect those one would expect to find based on previous well‐known research concerning cultural differences in those same countries (Hall, 1976; Hofstede, 1980, 2001). This suggests that relying primarily on national cultural differences is not a sufficient guide for the design of performance improvement interventions in various countries and that other context factors need to be taken into account. Possible hypotheses for future research are offered.  相似文献   

Effects of different types of learning on handwriting movements in young children     

Annie Vinter  Estelle Chartrel 《Learning and Instruction》2010,20(6):476-486

This experiment aimed at studying the benefits of different types of training (visual, motor, or visual-motor), in comparison to a control group, on 5-year-olds' performance in a task of writing cursive letters. The visual-motor training was shown to be the most effective training. The efficacy of visual training was clear at the letter quality level, and the impact of the motor training was shown at the movement fluency level. We assume that the visual training better contributes to learning the shape of the letter trajectory, while the motor training better contributes to improve handwriting movement execution.  相似文献   

What's in a virtual hug? A transdisciplinary review of methods in online health discussion forum research     

Annie T. Chen 《Library & information science research》2014

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Decolonizing Ethnographic Documentation: A Critical History of the Early Museum Catalogs at the Smithsonian's National Museum of Natural History     

Hannah Turner 《Cataloging & classification quarterly》2015,53(5-6):658-676

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Introduction: The Relevance of the Situative Perspective in Educational Psychology     

Julianne C. Turner  Susan Bobbitt Nolen 《教育心理学家》2015,50(3):167-172

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Teaching motivations,characteristics and professional growth: results from the Great Expectations (GE) programme in the United States     

Margareta Maria Thomson  Jeannine Turner 《教育心理学》2015,35(5):578-597

This present study sought to explore reasons given by K-12 teachers about their motivation to remain in teaching, their motivation for engaging in professional development, and characteristics of their teaching. Participants (N = 151) were public teachers of different grade levels from the USA enrolled in a one-week professional development training. Respondents’ ratings on reasons for continuing teaching revealed that four key-specific factors were the main influences for continuing to teach, namely intrinsic reasons, extrinsic reasons, job perception, and extended reasons. Further analysis indicated that their reasons for teaching were correlated with specific incentives for attending the professional development training, with teachers’ instructional beliefs, and with professional development programme outcomes. Study results are discussed in relationship with teaching motivation and implications for teachers’ professional growth.  相似文献   

Team Cognition Conflict: A Conceptual Review Identifying Cognition Conflict as a New Team Conflict Construct     

John R. Turner 《Performance Improvement Quarterly》2016,29(2):145-167

This article introduces a new conceptual model that adds to the previous intragroup conflict model by introducing a new construct—cognition conflict. In addition, it provides the defining characteristics for this new construct and presents how cognition conflict should be incorporated into the intragroup conflict literature. This conceptual review addresses the call to researchers from Song, Dyer, and Thieme (2006) by presenting cognition conflict as a new intragroup conflict construct.  相似文献   

GROUNDED THEORY BUILDING FOR THE WORKPLACE     

John R. Turner 《Performance Improvement》2014,53(3):31-38

Developing and utilizing theories in the workplace are critical for managers and practitioners to make sense of real‐world issues. Grounded theory building is a viable research methodology that can be utilized in the workplace to help managers and practitioners develop theories, making better sense of workplace issues. This article looks at a general model of grounded theory building and introduces some of the key components involved in conducting grounded theory building.  相似文献   

Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases     

Amy Roth McDuffie  Mary Q. Foote  Catherine Bolson  Erin E. Turner  Julia M. Aguirre  Tonya Gau Bartell  Corey Drake  Tonia Land 《Journal of Mathematics Teacher Education》2014,17(3):245-270

As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed.  相似文献   

Dynamic Human-Centered Communication Systems Theory     

Annie Lang 《The Information Society》2014,30(1):60-70

This article introduces Dynamic Human-Centered Communication Systems Theory (DHCCST), defining communication as a complex dynamic system consisting of a human, a message, a medium, and a location. An argument is made that all elements of the system should be defined from a human centric viewpoint. The article reconceptualizes humans as evolved, embedded, embodied brains (EEEBs). Media are reconceptualized as brain-like creatures (BLCs). Communication is defined as the interaction of one or more EEEBs with other EEEBs or with BLCs. Medium of carriage and encoding system are reconceptualized along continua ranging from evolved to man-made. Examples of hypotheses arising from DHCCST are presented and some theories and effects are reinterpreted using this new perspective.  相似文献