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   

Regress and rhetoric at the Tuscan court     

Marco Beretta  Mordechai Feingold  Paula Findlen  Luciano Boschiero 《Metascience》2010,19(2):187-210

  相似文献   

The natural sciences,the social sciences and politics     

Don K. Price 《Minerva》1988,26(3):416-428

Conclusion The social sciences stand at a strange crossroads. There is a greater need for disciplined inquiry into the issues of policy facing the United States. Yet the incentives in the political system, and in the professional guilds of those performing social research, discourage a close involvement of many prominent social scientists with policy. The political system, fearing an elite imposing its values on society, welcomes the natural scientist who seems to conform to the model of the politically neutral expert who solves problems and addresses facts. This model also fits the higher ranks of the civil service, made up of specialists rather than generalist administrators, and the outside advisers serving officials concerned with high policy. Likewise, to protect themselves from changes of partisanship, leading academic social scientists forsake policy concerns for topics within the analytic traditions of Weberian Wertfreiheit. Just as Weber sought to avoid censorship by value neutral scholarship, the modern social scientist disdains the normative concerns of policy in favour of more tractable, morally neutral issues defined as the core of the discipline.The country needs to draw some of the best analytical talent in the social science community into the policy process and advisory roles. Disciplined inquiry cannot be left only to technicians whose professional interests are far removed from political, economic, social and other human sciences. To promote better policy and better social science, we should encourage serious, professionally grounded inquiry into social values, the directions of policy, and the role and proper limits of state power. In the clamour of American politics, there is little danger that policy will be monopolised by an elite group, but considerable danger that debate on policy will be impoverished by the absence of those most knowledgeable about social and economic reality.A revised and expanded version of the first Dael L. Wolfle Lecture given on 6 October, 1987, at the Graduate School of Public Affairs, University of Washington, Seattle. Don K. Price was dean of the John F. Kennedy School of Government, Harvard University, and is the author ofGovernment and Science (1954),The Scientific Estate (1965) andAmerica's Unwritten Constitution (1983). He has held senior posts in the United States Bureau of the Budget, the Defense Research and Development Board, and the Ford Foundation, and was an adviser to Presidents Eisenhower, Kennedy and Johnson.  相似文献   

Teachers' social class,professional dispositions and pedagogic practice     

Ursula Hoadley  Paula Ensor 《Teaching and Teacher Education》2009

Through theoretically driven case studies, the research reported here considers the ways in which students in different social class settings are inducted into school knowledge. The paper brings to the centre the social class positioning of teachers in considering their role in schooling processes. The central question of the paper is whether we can establish a relationship between teachers' own social class backgrounds, their professional dispositions and their pedagogic practice. The interest emerges from a long-standing assumption that teachers are middle class, and reproduce the practices associated with that social location. The paper is exploratory and is not able to provide a definitive answer to the question of the relationship between class, professional disposition and pedagogic practice. Although it suggests a relationship between teachers' social class position and schooling practices, the main contribution of the paper is to offer a metric for exploring the issue further. That is, through a specifically selected sample, the paper provides a means for considering the implications of teachers social class background, professional dispositions and pedagogic practice for the processes of the reproduction of social inequality, and its interruption.  相似文献   

Effortful Control, Surgency, and reading skills in middle childhood     

Kirby Deater-Deckard  Paula Y. Mullineaux  Stephen A. Petrill  Lee A. Thompson 《Reading and writing》2009,22(1):107-116

We examined the associations between components of temperament and children’s word and pseudo-word reading skills, in a school-age sample using a within-family internal-replication design. We estimated the statistical prediction of word and pseudo-word reading in separate regression equations that included the main effects of, and two-way interaction between, Surgency and Effortful Control. Children with better Effortful Control scores showed better reading skills. Surgency was unrelated to reading skills, but moderated the effect of Effortful Control. The positive association between reading skills and Effortful Control was present only for children who were low in Surgency. Thus, reading achievement in school-age children is optimized by strong Effortful Control, but these processes may be disrupted for those children who are high in Surgency.  相似文献   

How do we rate? An evaluation of online student evaluations     

Elizabeth Davison  Jammie Price 《Assessment & Evaluation in Higher Education》2009,34(1):51-65

This paper analyses the popular RateMyProfessors (RMP) website where students evaluate instructors in higher education. A study was designed to measure (1) the awareness and utilisation of the RMP website, (2) the internal and external validity of the RMP ratings in measuring teaching effectiveness, and (3) variation in the above across disciplines. It is concluded that the category of ratings, created by the website, establishes an anti‐intellectual tone that manifests itself in comments about instructors’ personality, easiness of workload and entertainment value rather than knowledge attained.  相似文献   

BOOK REVIEWS     

Simon Gibbs  Susan Billington  Wendy Penton  Lyndsey Price 《Educational Psychology in Practice》2009,25(4):385-395

  相似文献   

Teacher-perceived temperament and educational competence as predictors of school grades     

Sari Mullola  Niklas Ravaja  Jari Lipsanen  Paula Hirstiö-Snellman  Saija Alatupa  Liisa Keltikangas-Järvinen 《Learning and individual differences》2010,20(3):209-214

Associations between teacher-perceived temperament, educational competence (EC), and school grades in mother language (ML) and mathematics (Math) were assessed in 3212 students (1619 girls) in Secondary School (aged 13–19) taken from a nationally representative Finnish sample. Temperament was assessed with scales from the TABC-R and DOTS-R batteries. EC consists of cognitive ability, motivation, and maturity. Activity, persistence, distractibility, inhibition, and negative emotionality were significantly associated with both ML and Math grades. EC turned out to mediate the relationship between temperament and school performance and moderated the relationship of activity to Math. The findings show a high association between teacher-rated temperament and school performance and indicate a strong “halo effect” between temperament, EC, and school grades.  相似文献   

The Effect of Two-dimensional and Stereoscopic Presentation on Middle School Students’ Performance of Spatial Cognition Tasks   总被引：1，自引：1，他引：0  

Aaron Price  Hee-Sun Lee 《Journal of Science Education and Technology》2010,19(1):90-103

We investigated whether and how student performance on three types of spatial cognition tasks differs when worked with two-dimensional or stereoscopic representations. We recruited nineteen middle school students visiting a planetarium in a large Midwestern American city and analyzed their performance on a series of spatial cognition tasks in terms of response accuracy and task completion time. Results show that response accuracy did not differ between the two types of representations while task completion time was significantly greater with the stereoscopic representations. The completion time increased as the number of mental manipulations of 3D objects increased in the tasks. Post-interviews provide evidence that some students continued to think of stereoscopic representations as two-dimensional. Based on cognitive load and cue theories, we interpret that, in the absence of pictorial depth cues, students may need more time to be familiar with stereoscopic representations for optimal performance. In light of these results, we discuss potential uses of stereoscopic representations for science learning.  相似文献   

Treating sensitive topics online: a privacy dilemma     

Paula Helm 《Ethics and Information Technology》2018,20(4):303-313

This paper aims to provide new insights to debates on group privacy, which can be seen as part of a social turn in privacy scholarship. Research is increasingly showing that the classic individualistic understanding of privacy is insufficient to capture new problems in algorithmic and online contexts. An understanding of privacy as an “interpersonal boundary-control process” (Altman, The environment and social behavior, Brooks and Cole, Monterey, 1975) framing privacy as a social practice necessary to sustain intimate relationships is gaining ground. In this debate, my research is focused on what I refer to as “self-determined groups” which can be defined as groups whose members consciously and willingly perceive themselves as being part of a communicative network. While much attention is given to new forms of algorithmically generated groups, current research on group privacy fails to account for the ways in which self-determined groups are affected by changes brought about by new information technologies. In an explorative case study on self-organized therapy groups, I show how these groups have developed their own approach to privacy protection, functioning on the basis of social practices followed by all participants. This informal approach was effective in pre-digital times, but online, privacy threats have reached a new level extending beyond the scope of a group’s influence. I therefore argue that self-determined sensitive topic groups are left facing what I present as a dilemma: a tension between the seemingly irreconcilable need for connectivity and a low threshold, on the one hand, and the need for privacy and trust, on the other. In light of this dilemma, I argue that we need new sorts of political solutions.  相似文献