Elements of a Text Type-oriented Model of Second Language Reading within a Communicative EFL/ESL Syllabus*     

Eberhard Klein 《Literacy》1991,25(3):29-33

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The contribution of higher education to the development of objective and subjective judgment in day‐to‐day decision‐making     

Joseph Klein 《Higher Education in Europe》2004,29(2):255-268

In order to make effective decisions based on probability, one must be able to distinguish between the objective‐factual aspects of the decision and the subjective aspects. This study examines the hypothesis that academic studies contribute to the development of the ability to make such distinctions in day‐to‐day decision‐making. Some 940 subjects, including some holding Bachelor's degrees and others with Master's degrees in the Exact Sciences, the Social Sciences, and the Humanities, responded to a questionnaire on decision‐making situations which examined the degree of their awareness of the objective and subjective elements of decisions. It was found that the respondents made the distinction in the situations with which they were presented. A rise in academic level from the Bachelor's degree to the Master's Degree led to increased awareness of the objective aspect of decisions among scholars in the Exact Sciences and the Humanities. Holders of Master's degrees in all of the fields of specialty showed a greater awareness of the subjective aspect than did holders of Bachelor's degrees. The application of these insights in the field of education is discussed.  相似文献   

The effect of computer-mediated collaborative learning on solving III-defined problems     

Daniel Uribe  James D. Klein  Howard Sullivan 《Educational technology research and development : ETR & D》2003,51(1):5-19

The positive effects of collaborative learning in a face-to-face environment are well known. However, little empirical research exists to determine if such effects transfer to a computer-mediated environment. The purpose of this study was to investigate the effect of computer-mediated collaboration on solving ill-defined problems. Participants first worked through a Web-based instructional program that taught them a four-step problem-solving process. Then they worked in computer-mediated dyads or alone to apply the steps to solve a realistic problem scenario. Results indicated that participants who worked in computer-mediated collaborative dyads performed significantly better than did participants who worked alone. The results also indicated that dyads spent significantly more time than participants in the individual treatment. Both treatment groups had positive attitudes toward working collaboratively, Internet-based instruction, and transfer of problem-solving skills. Implications for the implementation of computer-mediated collaboration in distance learning are discussed. During article preparation, he was a PhD student at Arizona State University (ASU), Tempe. The views expressed in this article are those of the authors and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the United States government.  相似文献   

Student Engagement and Student Learning: Testing the Linkages*   总被引：6，自引：0，他引：6  

Robert M. Carini  George D. Kuh  Stephen P. Klein 《Research in higher education》2006,47(1):1-32

This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain institutions more effectively convert student engagement into higher performance on critical thinking tests. *A version of this paper was presented at the annual meeting of the American Educational Research Association, San Diego, April 2004.  相似文献   

Striving 2.0: Faculty Collaboration and Advocacy as Strategies for Overcoming Post-Striving Organizational Priorities     

Fernández  Kathryn A.  Shank  Julie H.  Klein  Carrie  Lester  Jaime 《Innovative Higher Education》2022,47(5):735-754

Innovative Higher Education - A case study at a large, public research university was conducted to understand how post-striving environments, defined by those universities that achieved very high...  相似文献   

Skills for Instructional Design Professionals     

James D. Klein  Sharon Jun 《Performance Improvement》2014,53(2):41-46

Competent instructional designers must have specific skills to successfully facilitate learning and to improve the performance of individuals and organizations. While some authors and professional organizations have identified the capabilities required for effective instructional designers, only a few have validated these skills by collecting data from actual practitioners. The purpose of this article is to discuss the results of a research study we conducted to identify and empirically validate competencies for instructional design professionals.  相似文献   

The effect of performance support and training as performance interventions     

Frank Nguyen  James D. Klein 《Performance Improvement Quarterly》2008,21(1):95-114

For decades, training has been one of the most common interventions used by organizations to improve the performance of their employees and teach them new ideas and skills. But owing to the cost of developing and delivering training, organizations have adopted alternative ways to enable employee performance while reducing the cost and minimizing the time users spend away from the job. One alternative is electronic performance support systems (EPSS). The present study examined the effect of EPSS and training on user performance, time on task, and time in training. Results revealed that participants receiving only EPSS and those receiving training and EPSS performed significantly better on a tax preparation procedure than participants who received only training. Training‐only users also spent significantly more time completing the procedural task than their counterparts in other treatment groups, leading to a negative correlation between time on task and performance. The implications of these findings for the design and development of performance support and training interventions are discussed.  相似文献   

Deliberate performance: Accelerating expertise in natural settings     

Peter J. Fadde  Gary A. Klein 《Performance Improvement》2010,49(9):5-14

Deliberate practice—meaning drill‐like practice under the direction of a coach—is key to developing expertise in sports and music. But working professionals and businesspeople typically have no time for practice. We propose deliberate performance as a type of practice that professionals and businesspeople can pursue while they work as a way to accelerate their progression to becoming experts. Four deliberate performance exercises are described: estimation, experimentation, extrapolation, and explanation.  相似文献   

Early Maternal Employment and Children's Vocabulary and Inductive Reasoning Ability: A Dynamic Approach          下载免费PDF全文

Michael Kühhirt  Markus Klein 《Child development》2018,89(2):e91-e106

This study investigates the relationship between early maternal employment history and children's vocabulary and inductive reasoning ability at age 5, drawing on longitudinal information on 2,200 children from the Growing Up in Scotland data. Prior research rarely addresses dynamics in maternal employment and the methodological ramifications of time‐variant confounding. The present study proposes various measures to capture duration, timing, and stability of early maternal employment and uses inverse probability of treatment weighting to control for time‐variant confounders that may partially mediate the effect of maternal employment on cognitive scores. The findings suggest only modest differences in the above ability measures between children who have been exposed to very different patterns of eary maternal employment, but with similar observed covariate history.  相似文献   

Empirical Research on Performance Improvement     

James D. Klein 《Performance Improvement Quarterly》2002,15(1):99-110

Renewed interest in research on performance improvement provides an ideal opportunity to examine how much empirical work is actually published and to identify the focus of research in the field. This paper describes a study conducted to examine the empirical research on performance improvement. The study involved a content analysis of articles published in PIQ from 1997 through 2000. Results indicated that empirical research accounted for about one‐third of all articles published in PIQ. A detailed analysis of the empirical research studies published in the journal is provided.  相似文献