Self‐examination as the road to sustaining employee engagement and personal happiness     

Hubert Rampersad 《Performance Improvement》2006,45(8):18-25

  相似文献   

The Enduring Nature of the Tripartite System of Secondary Schooling in Germany: Some Explanations   总被引：1，自引：0，他引：1  

Hubert Ertl  & David Phillips 《British Journal of Educational Studies》2000,48(4):391-412

This paper suggests explanations for the enduring nature of the tripartite system of secondary education in Germany and the failure to develop the comprehensive school (Gesamtschule) over a long period.  相似文献   

Comparison of the WISC-R and PPVT for a group of mentally retarded students     

Hubert Booney Vance  Karen K. Prichard  Fred H. Wallbrown 《Psychology in the schools》1978,15(3):349-351

This study compared the WISC-R and PPVT scores for a group of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. Pearson product moments (r) and correlated t values were employed in the analysis of data. The evidence from the present study indicated that for this sample of mildly retarded children and youth, the PPVT IQ score is significantly higher than the Full Scale IQ from the WISC-R. The current findings indicate that the same general pattern exists for the WISC-R and PPVT as for the WISC and PPVT scores.  相似文献   

Introduction d'un Modele Conceptuel comme Cadre de Reference dans la Formation Initiale des Instituteurs Primaires (Ecole Normale de l'Etat,Andenne (B) )     

Roselyne Simon Saint‐Hubert 《欧洲师范教育杂志》1985,8(2):179-186

The article examines strategies for the training of Primary teachers in Belgium, a level of training which was increased from two to three years duration in 1983. An action research at the EN de l'Etat at Andenne has focused on the conceptual model (following a structure of analysis proposed by Antoine Leon). This model, and the typology of teaching/learning situations which it embodies, permits the student to establish theoretical terms of reference at the outset of training, and to acquire educational insights which relate meaningfully to the goals of teaching. The approach adopted makes certain demands upon the students; for example, they need to take stock, objectively, of their own experiences of learning and must be prepared to question their own assumptions. An important factor in the research has been the use of micro‐teaching, with CCTV, and it is necessary that the students be given an early opportunity to try out their learning from the studio setting in a ‘real’ environment. Overall, however, the experiment, which has been conducted in liaison with the Free University of Brussels, is a promising avenue for achieving the integration of theory with practice.  相似文献   

How to evaluate rankings of academic entities using test data     

Marcel Dunaiski  Jaco Geldenhuys  Willem Visser 《Journal of Informetrics》2018,12(3):631-655

In the field of scientometrics, impact indicators and ranking algorithms are frequently evaluated using unlabelled test data comprising relevant entities (e.g., papers, authors, or institutions) that are considered important. The rationale is that the higher some algorithm ranks these entities, the better its performance. To compute a performance score for an algorithm, an evaluation measure is required to translate the rank distribution of the relevant entities into a single-value performance score. Until recently, it was simply assumed that taking the average rank (of the relevant entities) is an appropriate evaluation measure when comparing ranking algorithms or fine-tuning algorithm parameters.With this paper we propose a framework for evaluating the evaluation measures themselves. Using this framework the following questions can now be answered: (1) which evaluation measure should be chosen for an experiment, and (2) given an evaluation measure and corresponding performance scores for the algorithms under investigation, how significant are the observed performance differences?Using two publication databases and four test data sets we demonstrate the functionality of the framework and analyse the stability and discriminative power of the most common information retrieval evaluation measures. We find that there is no clear winner and that the performance of the evaluation measures is highly dependent on the underlying data. Our results show that the average rank is indeed an adequate and stable measure. However, we also show that relatively large performance differences are required to confidently determine if one ranking algorithm is significantly superior to another. Lastly, we list alternative measures that also yield stable results and highlight measures that should not be used in this context.  相似文献   

Secondary education in Ghana at the dawn of the twenty-first century: Profile, problems, prospects     

Hubert O. Quist 《Prospects》1999,29(3):424-442

  相似文献   

Book review     

Marcel Herbst 《Tertiary Education and Management》1998,4(2):153-157

  相似文献   

Perceived discrimination and acculturation among Iranian refugees in the Netherlands     

Annet Te Lindert  Hubert Korzilius  Fons J.R. Van de Vijver  Sjaak Kroon  Judit Arends-Tth 《Int J Intercult Relat》2008,32(6):578-588

The relations between perceived discrimination, perceived acceptance of immigrants, acculturation orientations, and acculturation outcomes (psychological and sociocultural adjustment) were investigated in a sample of 232 Iranian refugees in the Netherlands. A good fit was found for a path model with perceived discrimination and perceived acceptance as correlated antecedent variables, acculturation orientations as intervening conditions, and measures of psychological and sociocultural adjustment as outcome variables. Perceived discrimination was the most salient variable in the model and showed significant associations with all outcome measures. Acculturation orientations (partially) mediated the relations between antecedent variables and outcomes. Gender differences were found. Women reported significantly less discrimination, more positive and fewer negative acculturation outcomes than did men. It is concluded that despite the high levels of sociocultural adjustment of Iranian refugees in the Netherlands, perceived discrimination plays an essential role in their acculturation.  相似文献   

A longitudinal comparison of WISC-III and WISC-R scores of special education students     

Hubert Vance  Cleborne D. Maddux  Gerald B. Fuller  Abeer M. Awadh 《Psychology in the schools》1996,33(2):113-118

This study investigated the performance of 166 special education students who had been administered the WISC-R and approximately 3 years later the WISC-III. The sample ranged in age from 6.0 to 16.6 years. The scores were analyzed using Pearson product moment correlation coefficients and t tests of the differences between means for related samples. The results indicated that there was a significant, positive correlation among global scales (p < .001). This finding suggests that the WISC-R and the WISC-III IQ scores measure similar abilities. Analysis of mean IQ score differences revealed significant differences in the WISC-R and the WISC-III IQ scores, with the WISC-III global scores being lower. Implications for the evaluation of students for special education are discussed, with special emphasis on the role and function of the psychologist practicing in the schools. © 1996 John Wiley & Sons, Inc.  相似文献   

Processing of anaphoric devices in young skilled and less skilled comprehenders: Differences in metacognitive monitoring     

Ehrlich  Marie-France  Remond  Martine  Tardieu  Hubert 《Reading and writing》1999,11(1):29-63

This experiment investigated metacognitive monitoring in the processing of anaphors in 10–year-old skilled and less skilled comprehenders. Two tasks were used with expository texts. The direct self-evaluation task was carried out with consistent texts in which target anaphors were either repeated noun phrases or pronouns. Subjects had to read and to evaluate their own comprehension on a 6–point scale. After reading, subjects answered multiple-choice questions designed to test the processing of anaphors. In the inconsistency detection task, target anaphors were either repeated noun phrases or inconsistent noun phrases. Subjects had to read and detect inconsistencies. After reading, they answered multiple-choice questions. In both tasks, on-line measures (reading times for units containing target anaphors and for subsequent units, and look-backs) were collected in addition to off-line measures (ratings of comprehension, detection of inconsistencies and response to multiple-choice questions) in order to analyse indicators of implicit and explicit evaluation and revision activities. The results from the two tasks converged: less skilled comprehenders showed deficiencies in monitoring on measures of implicit and explicit evaluation and revision. Patterns of reading times revealed that less skilled comprehenders were sensitive to the difficulties in processing pronouns in the self-evaluation task and also sensitive to the lack of text cohesion in the inconsistency detection task. However, this sensitivity was weak and unable to trigger explicit activities. These results were interpreted in the framework of Karmiloff-Smith's (1986) model.  相似文献