Academic success through quality-managed course design     

Andy C. Reese  Mary F. Mobley 《Innovative Higher Education》1996,20(3):171-182

Principles of quality management (which focus on defect prevention rather than defect correction) are applied to course design. These principles mandate that 1) the mission of the course be clearly stated and reviewed in context of the total program of study, 2) the objectives for the course or program of study be clearly defined and known to the students, 3) there be numerous intermediate steps leading to the objectives, 4) students be given immediate feedback about their performance on each step, and 5) corrective action be initiated immediately when a student fails to achieve an intermediate step. These principles apply to both individual courses and to an entire course of study. The authors found that a course incorporating these principles led to an increase in student performance and long-term retention of information.Andy C. Reese, is an associate professor of immunology in the department of Cell Biology and Anatomy at the Medical College of Georgia, and he is the current president of the Georgia Academy of Science. He has a Ph.D. in Biochemistry from the University of Missouri-Columbia, and an M.B.A. from Augusta College. His work focuses upon the development of computer assisted instructional modules and control of immune responses in neonates. Mary F. Mobley is a professor of marketing in the department of Management, Marketing, and Management Information Systems at Augusta College. She has a Ph.D. in marketing from the University of South Carolina-Columbia and a M.Ed. from Augusta College. Her research interests include quality management in education, strategic planning, and market research.  相似文献   

Reviews     

Hugh Clapin  Katherine Neal  John Wennerbom  Barbara Nunn  Deborah Dysart  Andy Pickering  Lisa Featherstone  Hiram Caton  Dale Jacquette  Laura Ruetsche  William A. Turner  Cornelia Lüdecke  Birgit Lohmann  James Ladyman  Jonathan Coopersmith  David Oldroyd  Dennis Dean  Michael Ruse  Nicolas Rasmussen  William N. Kaghan  Martin Bridgstock  Geoffrey Cocks  Stephanie H. Kenen  Ivan Crozier  Sokhieng Au  Desmond Barrett  Mark Cortiula  Ian D. Lawrie 《Metascience》2001,10(1):50-149

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The governance of sustainable socio-technical transitions   总被引：8，自引：2，他引：8  

Adrian Smith  Andy Stirling  Frans Berkhout   《Research Policy》2005,34(10):1491-1510

A quasi-evolutionary model of socio-technical transitions is described in which regimes face selection pressures continuously. Differentiated transition contexts determine the form and direction of regime change in response to these pressures. The articulation of pressures, and the degree to which responses are coordinated and based on resources available within the regime, define the transition context. Four alternative contexts are described: endogenous renewal; re-orientation of trajectories; emergent transformation and purposive transitions. Agency and power in the governance of regime transformation are analysed. Power to affect change depends on regime membership, the distribution of resources for change and expectations.  相似文献   

The Aesthetics of Western Art Music     

Andy Hamilton  & Roger Scruton 《Philosophical Books》1999,40(3):145-159

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The emotional practice of teaching   总被引：18，自引：0，他引：18  

Andy Hargreaves 《Teaching and Teacher Education》1998,14(8):835-854

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印刷企业积极进取的力量     

Andy Julie Plata 《桌面出版与设计》2008,(10):76-78

Julie：在过去的几周里,美国和世界金融市场经历了非常困难的时期。世界上一些大型的银行机构和投资公司纷纷破产或由政府接管。在未来的几周里,世界各地可能会有更多的金融公司带来更多的坏消息。许多金融专家们对世界经济充满沮丧和悲观的情绪。  相似文献   

The compatibility of action learning with inner game coaching     

Andy Aitkenhead 《Action Learning: Research and Practice》2009,6(1):71-76

Using ‘inner game’ coaching techniques in the remediation of a challenged programme at a Global Investment Bank the environment was transformed into a delivery focused culture. The techniques included group sessions that would be familiar to anyone aware of action learning and were an integral part of the strategy to ensure sustainable change was achieved, with the programme delivered to an agreed plan and under budget.  相似文献   

Transitions from education to work: new perspectives from Europe and beyond     

Andy Furlong 《British Journal of Sociology of Education》2010,31(4):515-518

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The effects of post-compulsory education and training systems on literacy and numeracy skills: A comparative analysis using PISA 2000 and the 2011 survey of adult skills     

Nicola Pensiero  Andy Green 《European Journal of Education》2018,53(2):238-253

This article analyses the contribution of post-compulsory education and training systems to the development of literacy and numeracy skills across OECD countries. While there is extensive cross-country comparative research on the effects of primary and lower secondary education systems on aggregate skills levels, there has been little comparative analysis of system effects after the end of lower secondary education. This article uses a quasi-cohort analysis of the tested literacy and numeracy skills of 15-year-olds in PISA 2000 and 27-year-olds in the 2011 OECD Survey of Adult Skills (SAS) to estimate the gains in different countries in mean levels of competence in literacy and numeracy. We found that Nordic countries (Norway and Sweden) with comprehensive upper secondary education and training systems and German-speaking countries (Austria and Germany) with dual systems of apprenticeship were particular effective, whilst countries with mixed systems (England, Ireland, Northern Ireland and Spain) showed a relative decline in both literacy and numeracy. The education system characteristics that account for these differences are (a) the inclusiveness – as proxied by high rates of participation at 17/18 and low social gradients of level 3 completion; (b) the esteem of vocational programmes; and (c) curriculum standardisation with regard to the study of maths and the national language.  相似文献   

Modern Coliseum: Stadiums and American Culture,by Benjamin D. Lisle     

Andy Fuller 《国际体育史杂志》2018,35(10):1066-1068

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