Formula-based research incentive plans at colleges and universities     

Edgar J. Ellyson  Ronald E. Barr  Edwin R. Bailey 《Research in higher education》1982,17(3):241-248

Financial problems at colleges and universities have led many institutions to initiate extra efforts to obtain extramural funds. One such effort has been the establishment of formula-based research incentive plans. These plans generally utilize the recovery of indirect costs as the basis for allocating additional incentive funds to various areas as an encouragement to obtain additional extramural funds. Data from surveys conducted by the University of Missouri-Kansas City and Ohio University were combined with National Science Foundation reports to provide information about this relatively recent phenomena. The increasing popularity of these plans was shown in that a majority of institutions had such plans in effect during FY 1979. Analyses of the effectiveness of these plans showed no statistically significant differences between institutions with incentive plans and those without such plans, although mean federal research expenditures were approximately 20% greater at those institutions without these incentive plans. The evidence presented indicates that the receipt of federal research funds is not associated with the use of a formula-based research incentive plan.  相似文献   

Genetic and Environmental Influences on Vocabulary IQ: Parental Education Level as Moderator   总被引：12，自引：0，他引：12  

David C. Rowe  Kristen C. Jacobson  & Edwin J. C. G. Van den Oord 《Child development》1999,70(5):1151-1162

This article examines how parental education level moderates the genetic and environmental contributions to variation in verbal IQ. Data are from 1909 non-Hispanic Whites and African American sibling pairs from the National Longitudinal Study of Adolescent Health, which obtained nationally-based samples of identical (MZ) twins, fraternal (DZ) twins, full and half siblings, cousins (in the same household), and biologically unrelated siblings. In the whole sample, the variance estimate for heritability (h2 = .57, SE = .08) was greater than that for shared environment (c2 = .13, SE = .04). Both heritability and the shared environmental estimate were moderated, however, by level of parental education. Specifically, among more highly educated families, the average h2 = .74 (SE = .10) and the average c2 = .00 (SE = .05). Conversely, among less well-educated families, heritability decreased and shared environmental influences increased, yielding similar proportions of variance explained by genetic and environmental factors, average h2 = .26 (SE = .15), and average c2 = .23 (SE = .07).  相似文献   

The Macro- and Micropolitics of Personnel Evaluation: A Framework   总被引：2，自引：0，他引：2  

Edwin M. Bridges  Barry R. Groves 《Journal of Personnel Evaluation in Education》1999,13(4):321-337

In this article, the authors explicate a conceptual framework for analyzing the politics of personnel evaluation in an educational context. Using several elements of their framework, they discuss the politics of teacher evaluation in California in relation to the types of personnel evaluation decisions, the actors, their access to these decisions, their sources and level of power, and the outcomes related to their decisions. The authors further portray how politics enters into personnel evaluation at the district level by describing an actual case.  相似文献   

The Impact of Career Education Courses on Career Beliefs and Career Decision Making Among Business College Students in Taiwan   总被引：2，自引：1，他引：1  

Huiling Peng  Edwin L. Herr 《Journal of Career Development》1999,25(4):275-290

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A Comparison of the Effects of Fluency Training and Accuracy Training on Application and Retention     

Barbara R. Bucklin  Alyce M. Dickinson  Dale M. Brethower 《Performance Improvement Quarterly》2000,13(3):140-163

The effects of fluency training on the acquisition and retention of a composite skill were compared with those of training to accuracy only. Participants were 30 college students, and the task was a stimulus equivalence task, similar to the one used by Binder (1995) in earlier assessments. Participants learned associations between Hebrew symbols and nonsense syllables and between nonsense syllables and Arabic numerals. Immediately after training and every 2 or 4 weeks for 16 weeks, they were tested on a composite task that required both associations. Retention of the original component associations was also assessed after 4 months. With respect to the composite skill, fluency training resulted in: a) higher response rates immediately after training and across the 16 weeks; b) better accuracy 4 and 16 weeks after training; and c) less deterioration of accuracy after 16 weeks. Effects on the component skills were similar. The results document that for skilled adult learners, fluency training can aid the acquisition of a higher level skill and increase the retention of accuracy for both the component and composite skills.  相似文献   

Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations     

Bing Hiong Ngu  Edwin Mit  Faaizah Shahbodin  Juhani Tuovinen 《Instructional Science》2009,37(1):21-42

Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional formats.  相似文献   

Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach   总被引：1，自引：0，他引：1  

David K. Dickinson  Kerry G. Hofer  Erica M. Barnes  Jill F. Grifenhagen 《Early childhood research quarterly》2014

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The Reading Habits of Superior College Students     

Ralph C. Preston  Edwin N. Tuft 《Journal of Experimental Education》2013,81(3):196-202

A structured team approach in learning introductory COBOL programming was empirically assessed with a sample of 215 undergraduate business administration majors. For each assigned program, students in the experimental group read and critiqued team members’ program listings. COBOL proficiency was measured by a final examination testing knowledge of language rules, ability to read a program, and the ability to write a program. Analysis of multiple covariance was used to statistically adjust test scores for age and conditional reasoning scores. For the program writing variable, a significant difference favoring the experimental group was found. The language rules variable showed no significant difference, while the reading variable did not satisfy the required assumptions of the proposed statistical model. However, the experimental group showed higher mean scores for both of these variables. The findings provide empirical support for incorporating team activities into the programming learning process to more effectively develop student proficiency in writing COBOL programs.  相似文献   

Implicit Association Tests of Attitudes Toward Persons With Disabilities     

Adrian Thomas  Edwin D. Vaughn  Andrea Doyle  Robert Bubb 《Journal of Experimental Education》2013,81(2):184-204

The authors assessed 3 of the currently available implicit association tests designed to measure attitudes toward persons with disabilities. The Revised Multiple Disability Implicit Association Test, the Implicit Association Test for Attitudes Toward Athletes With Disabilities, and the Disability Attitude Implicit Association Test were related to each other, demonstrating some consistency in measurement. They were mostly unrelated, however, to more traditional, explicit measures of attitudes toward persons with disabilities. In addition, although the implicit association tests were not related to socially desirable responding, the most psychometrically sound explicit measure (The Interaction With Disabled Persons Scale) was related to socially desirable responding.  相似文献   

The psychology of the Shibboleth     

Edwin R. Guthrie 《Quarterly Journal of Speech》2013,99(3)

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