The path to performance     

Doug Leigh 《Performance Improvement》2005,44(3):1-2

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The combined effect of personalized appeal and precoding of personal data on questionnaire returns     

Doug Shale 《Research in higher education》1987,26(3):299-310

This study investigated the combined effect on return rates of personalizing the cover letter and including precoded personal information on a mail questionnaire. The 2 × 2 factorial design allowed for the testing of an interaction effect as well as for main effects. The study found no interactive effect between the kind of cover letter sent and whether or not subjects were given the option of removing the precoded data. In addition, neither of the main effects was significant. The finding that the inclusion of precoded personal data on a questionnaire does not impair return rates may be welcome news to investigators in higher education conducting studies in which they have prior knowledge of respondent characteristics.An earlier version of this paper was given at the 1986 Annual Meeting of the American Educational Research Association held in San Francisco.  相似文献   

Science and report writing     

Dr. Rod Francis  Dr. Doug Hill 《Research in Science Education》1991,21(1):123-132

In recent years Australian primary schools have adopted an across-the-curriculum approach to writing. However, relatively little research has been conducted in the area of primary science. This paper reports the result of a small scale collaborative study involving a Year 2 and a Year 5 class, and their classroom teacher, which used science activities as the basis for developing report-writing skills using a framework consisting of three focus questions. Students in both classes learned to use the framework in one term and it was found that it improved the quality of reports. Specialisations: science and technology curriculum development, secondary and primary teacher education in agriculture, science and environmental education. Specialisations: cognition and curriculum, early childhood and primary teacher education in science and social education.  相似文献   

Media and adult learning: A forum: Blinkered horses do not shy: An open letter to distance educators     

Doug Widner 《The American journal of distance education》2013,27(1):71-74

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The house that Hugh built: the Adelaide history department during the Stretton era, 1954–1966     

Doug Munro 《History of education》2017,46(5):631-652

In 1954, Hugh Stretton took charge of a threadbare history department at the University of Adelaide. By the end of his tenure as department chair in 1966, staff numbers had increased fivefold and the department was recognised as one of the best of its kind in Australia. Stretton wanted his department to ‘teach history interestingly’, which was his overriding criterion in making new appointments. He also ran a democratic department that went against prevailing notions of ‘God-Professor’ departmental governance. As well as highlighting the singular features of the Adelaide department, the present paper places the growth and the character of ‘The House that Hugh Built’ within wider Australian and global contexts. The ‘Stretton era’ straddled a period of rapid expansion of the university sector both locally and internationally, which entailed a move from a generalist to a more specialised curriculum, with a greater emphasis on research and publication, and a less male-dominated faculty.  相似文献   

The Consortium and the Commissioner: A Grass Roots Tale of Fighting High Stakes Graduation Testing in New York     

Doug Knecht 《The Urban Review》2007,39(1):45-65

The following paper provides a case study of the resistance of the New York Performance Standards Consortium to the state’s unitary high stakes testing policy from 1998 to 2006. After detailing the history of the grass roots actions undertaken by the group of alternative high schools called ‘The Consortium’, the analysis seeks to apply sociological and philosophical theory of, among others, John Rawls and Charles Willie to explain: (1) the success of the subdominant people of power in fighting the implementation of the battery of high stakes graduation tests; and (2) the failures of the dominant state authority to uniformly enforce its policy, with particular regard to the decisions of New York’s Commissioner of Education. Implications of the case are then discussed to place this little known educational struggle in a broader social, political and historical context.

Doug KnechtEmail:

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A rapid evidence‐based service by librarians provided information to answer primary care clinical questions     

Jessie McGowan  William Hogg  Tamara Rader  Doug Salzwedel  Danielle Worster  Elise Cogo  Margo Rowan 《Health information and libraries journal》2010,27(1):11-21

Background: A librarian consultation service was offered to 88 primary care clinicians during office hours. This included a streamlined evidence‐based process to answer questions in fewer than 20 min. This included a contact centre accessed through a Web‐based platform and using hand‐held devices and computers with Web access. Librarians were given technical training in evidence‐based medicine, including how to summarise evidence. Objectives: To describe the process and lessons learned from developing and operating a rapid response librarian consultation service for primary care clinicians. Methods: Evaluation included librarian interviews and a clinician exit satisfaction survey. Results: Clinicians were positive about its impact on their clinical practice and decision making. The project revealed some important ‘lessons learned’ in the clinical use of hand‐held devices, knowledge translation and training for clinicians and librarians. Conclusions: The Just‐in‐Time Librarian Consultation Service showed that it was possible to provide evidence‐based answers to clinical questions in 15 min or less. The project overcame a number of barriers using innovative solutions. There are many opportunities to build on this experience for future joint projects of librarians and healthcare providers.  相似文献   

Survey Says…?: Assessing Interlibrary Loan/Document Delivery Use and Awareness for Responsive Service Delivery     

Zheng Ye Yang  Susan G. Goodwin  Doug Hahn 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2019,28(5):151-173

Abstract

The object of this study is to assess Texas A&M University (TAMU) students/faculty/staff members’ use and awareness of the Libraries’ free document delivery and interlibrary loan service, branded as “Get It For Me.” Since 2010, we have continued to see a decline in new user registrations each year. Previous Get It For Me user surveys conducted in 2003 and 2011 indicated that the overall satisfaction of registered users was high and customer feedback gleaned from these surveys was used to initiate a number of service improvements. But what about the large percentage of the campus community who do not use the Get It For Me service? Are they aware of what this service has to offer? If so, why might they choose not to use it? If they are not aware of the service, might they use it if they knew more about how it can assist them in their scholarly endeavors? Instead of only surveying those customers who have used this service, we invited everyone on TAMU College Station campus to participate in the survey. Promoting the service is a vital component of service delivery.  相似文献   

Coding Classroom Interactions for Collective and Individual Engagement     

Suna Ryu  Doug Lombardi 《教育心理学家》2015,50(1):70-83

This article characterizes “engagement in science learning” from a sociocultural perspective and offers a mixed method approach to measuring engagement that combines critical discourse analysis (CDA) and social network analysis (SNA). Conceptualizing engagement from a sociocultural perspective, the article discusses the advantages of a mixed methodological approach, and specifically how mixed methods can expand and enrich our understanding of engagement in certain science learning situations. Through this sociocultural viewpoint, engagement is defined as meaningful changes in disciplinary discourse practice, which captures the dialectical relationship between the individual and collective. The combined use of CDA and SNA integrates an individual's relative position in a group with her situated language use.  相似文献   

Do innovation measures actually measure innovation? Obliteration,symbolic adoption,and other finicky challenges in tracking innovation diffusion     

Andrew Nelson  Andrew Earle  Jennifer Howard-Grenville  Julie Haack  Doug Young 《Research Policy》2014

Although innovation diffusion is a central topic in policy and strategy, its measurement remains difficult – particularly in cases where the innovation is a complex and possibly ambiguous practice. In this paper, we develop four theoretical mechanisms that may bias diffusion markers by leading to the understatement and/or overstatement of diffusion at different points in time. Employing the case of “green chemistry,” we then compare three different diffusion markers – keywords, database index terms, and domain expert assessments – and we demonstrate how they lead to differing conclusions about the magnitude and timing of diffusion, organizational demography, publication outlets, and collaboration. We also provide suggestive evidence of extensive “greenwashing” by particular organization types and in particular countries. Building on these findings, we point to potential challenges with existing diffusion studies, and we make a case for the incorporation of practitioners in construct measurement and for the integration of comparative metrics in diffusion studies.  相似文献