The editor introduces…     

Harold D. Stolovitch 《Performance Improvement》1980,19(8):2-35

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Curriculum Development for Business and Industry     

Harold D. Stolovitch  Erica J. Keeps 《Performance Improvement Quarterly》1988,1(3):27-37

Curriculum development is usually associated with educational institutions. As a result, there are few curriculum development models that have been specifically created for the business and industrial setting. Those that have been published tend to adopt a “let's begin at the beginning” approach. They prescribe starting as though nothing previously existed within the organization to provide personnel training and development. The Professional Development Curriculum (PDC) model presented in this article starts with what already exists organizationally. It adopts a convergence strategy. It begins by systematically matching known needs with known resources and then, over a series of generations, creates closer fits between needs and resources. The model has been applied to two very different settings in General Motors: all GM wholesale divisions and GM's Latin American retail and wholesale operations. The results have been positive in creating coherent curricula tied to career path progressions for all employees in these organizations. Evolutionary and practical, this PDC model can be applied to any business or industry to build competency-based curricula that not only provide personnel development support systems for today's needs, but for tomorrow's as well.  相似文献   

The editor introduces …     

Harold 《Performance Improvement》1978,17(4):2-2

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The editor introduces…     

Harold D. Stolovitch 《Performance Improvement》1983,22(1):3-3

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The effects of a systematic revision model on revisers in terms of student outcomes     

Daniel Dupont  Harold D. Stolovitch 《Performance Improvement》1983,22(2):33-37

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The significance of best-friend relationships in adolescence     

Marjorie H. Richey  Harold W. Richey 《Psychology in the schools》1980,17(4):536-540

Research is summarized that documents the nature of the best-friend process in adolescence. Similarities and differences between the sexes are detailed. Female relationships are described as more intense, demonstrative, exciusive, and nurturant than male. Females depend heavily on the friend as a confidante with whom to process their mutual experiences and psychological reactions, apparently in an effort to understand and develop their own personalities. While males also confide at an intimate level, male relationships are more likely to be based on enjoyable companionship and similarity in attitudes, with less emphasis on continual analysis of experience. For both sexes, but especially for females, the relationship is important enough to development that lack of a close friend should be viewed as a deficit that responsible adults should help a student to remedy. Resources are cited that may be utilized by school personnel in helping the unfriended to make more effective contact with potential friends.  相似文献   

Social Stereotypes as Educational Controls During Adolescence     

Harold D. Fleming 《The Educational forum》2013,77(3):333-337

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Application of the Levenshtein Distance Metric for the Construction of Longitudinal Data Files     

Harold C. Doran  Paul B. Van Wamelen 《Educational Measurement》2010,29(2):13-23

The analysis of longitudinal data in education is becoming more prevalent given the nature of testing systems constructed for No Child Left Behind Act (NCLB). However, constructing the longitudinal data files remains a significant challenge. Students move into new schools, but in many cases the unique identifiers (ID) that should remain constant for each student change. As a result, different students frequently share the same ID, and merging records for an ID that is erroneously assigned to different students clearly becomes problematic. In small data sets, quality assurance of the merge can proceed through human reviews of the data to ensure all merged records are properly joined. However, in data sets with hundreds of thousands of cases, quality assurance via human review is impossible. While the record linkage literature has many applications in other disciplines, the educational measurement literature lacks details of formal protocols that can be used for quality assurance procedures for longitudinal data files. This article presents an empirical quality assurance procedure that may be used to verify the integrity of the merges performed for longitudinal analysis. We also discuss possible extensions that would permit merges to occur even when unique identifiers are not available.  相似文献   

Leading the e-Learning Transformation of Higher Education: Meeting the Challenges of Technology and Distance Education by Gary Miller,Meg Benke,Bruce Chaloux,Lawrence C. Ragan,Raymond Schroeder,Wayne Smutz,and Karen Swan     

Harold I. Mellieon Jr. 《The American journal of distance education》2013,27(3):215-216

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Educational ethology and experiments in vacuo: Some implications for research and education 1     

Harold S. Ladas 《教育心理学家》2013,48(2):215-219

Course memories and careful observation in the field are both important if researchers are to come to grips with the problems in the real world of the public schools. We should keep in mind that our goal is the production of causal statements which potentially make some educationally significant difference. Using “experiments in vacuo”; a la Galileo is one way for researchers to keep themselves oriented toward the production of causal statements. “Experiments in vacuo” are also a means to avoid overlooking obvious simplicities or appraising nonevents. The examples given in this article illustrate the operation of causal events operating in chains and in parallel and some pitfalls of not examining, at least hypothetically, such causal chains or of distinguishing between causal events operating in series or in parallel. Avoiding such pitfalls is one way to prevent the pessimistic view that research tells us nothing and education makes no difference.  相似文献