Using Task Clarification,Checklists and Performance Feedback to Improve the Appearance of a Grocery Store     

Leslie Shier  Christen Rae  John Austin 《Performance Improvement Quarterly》2003,16(2):26-40

An intervention package of task clarification, checklists, and posted performance feedback was developed to increase completion of tasks contributing to the appearance of a local grocery store. The intervention package was based on an informal diagnostic assessment that examined antecedents, equipment and processes, knowledge and skills, and consequences in the organizational environment. A multiple baseline design across five departments was utilized to evaluate the effects of the intervention package on employee cleaning behavior related to the appearance of the store. The results suggest overall improvement of task completion across the five departments observed, with substantial increases resulting from application of the intervention. The mean percentage of tasks completed in the deli department increased by 36%; by 93% in the meat department; by 38% in the frozen department; by 25% in the produce department; and by 34% in the front‐end department. The average increase of task completion across departments was more than 45%. The results of this study are consistent with those of Anderson, Crowell, Hantula, and Siroky (1988), as well as with La Fleur and Hyten (1995), demonstrating that task clarification, checklists, and feedback have positive effects on work performance.  相似文献   

Grades as indicators     

Minda Rae Amiran 《Assessment Update》1996,8(2):9-15

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Describing maltreatment: do child protective service reports and research definitions agree?     

Runyan DK  Cox CE  Dubowitz H  Newton RR  Upadhyaya M  Kotch JB  Leeb RT  Everson MD  Knight ED 《Child abuse & neglect》2005,29(5):461-477

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Supplied visuals and imagery instructions in field independent and field dependent children’s recall     

Carol Carrier  Mary Rae Joseph  Cynthia L. Krey  Phyllis LaCroix 《Educational technology research and development : ETR & D》1983,31(3):153-160

Does showing children pictures that depict a story help them recall story content? Is having them form mental pictures of the story more effective? Is it better to show the pictures or give instructions to form mental images before or after the children hear the story? Do field independent and field dependent children respond differently? This study involving sixth graders found that imaging was the most effective method of instruction, regardless of whether instructions to image came before or after the listening period.  相似文献   

Social Expectations and Workplace Challenges: Teaching Artists in Korean Schools          下载免费PDF全文

Kyong‐Mi Paek 《The International Journal of Art & Design Education》2018,37(3):507-518

Social interest in art integration for curriculum enrichment and innovation, particularly at the turn of the century, has promoted extensive institutional partnerships between cultural organisations and public schools in many countries. Stimulated by social demands for innovative educational practices, these institutional partnerships have increased the numbers of teaching artists sent to schools. These artists are expected to contribute to the development of students’ creative imaginations by providing learning opportunities beyond conventional classroom practices. However, the extent to which teaching artists are able to develop creatively within their socially expected roles remains unclear, especially considering the marginal status of the arts in formal education settings. A recent survey‐ and interview‐based study conducted by the present author in South Korea demonstrated that teaching artists in schools find the structured educational system often limits the scope of their classroom practice. This article reviews the teaching artists’ concerns and needs identified in the study context and discusses ways to support their professional development and expand the roles of institutions in improving the quality of their teaching practice. The discussion also examines historical and socio‐political factors that have influenced the persisting challenges of structural issues inherited in the Teaching Artists in Schools Program in South Korea to provide suggestions for more sustainable and instructive collaborations.  相似文献   

Faculty at Mid-Career: A Program to Enhance Teaching and Learning   总被引：2，自引：0，他引：2  

John L. Romano  Rae Hoesing  Kathleen O'Donovan  Joyce Weinsheimer 《Innovative Higher Education》2004,29(1):21-48

While the number of mid-career faculty currently in U.S. higher education is significant, professional development programming that addresses the teaching and learning issues of this population has not been a priority. This article describes the Mid-Career Teaching Program (MCTP) and presents data that assesses its impact on participants' professional and personal lives. Survey and interview results indicate positive changes in teaching behaviors and knowledge as well as an increase in teaching satisfaction and confidence. Faculty also reported that MCTP renewed their energy and enthusiasm and positively impacted their life outside of the academy.  相似文献   

A Comparison of Item Fit Statistics for Mixed IRT Models     

Kyong Hee Chon  Won-Chan Lee  Stephen B. Dunbar 《Journal of Educational Measurement》2010,47(3):318-338

In this study we examined procedures for assessing model-data fit of item response theory (IRT) models for mixed format data. The model fit indices used in this study include PARSCALE's G² , Orlando and Thissen's S − X² and S − G² , and Stone's χ²* and G²* . To investigate the relative performance of the fit statistics at the item level, we conducted two simulation studies: Type I error and power studies. We evaluated the performance of the item fit indices for various conditions of test length, sample size, and IRT models. Among the competing measures, the summed score-based indices S − X² and S − G² were found to be the sensible and efficient choice for assessing model fit for mixed format data. These indices performed well, particularly with short tests. The pseudo-observed score indices, χ²* and G²* , showed inflated Type I error rates in some simulation conditions. Consistent with the findings of current literature, the PARSCALE's G² index was rarely useful, although it provided reasonable results for long tests.  相似文献   

Understanding Reading Anxiety: New Insights from Neuroscience     

Mary Renck Jalongo  Rae Ann Hirsh 《Early Childhood Education Journal》2010,37(6):431-435

Recent advances in research have furthered understanding of the many roles that emotions play in fostering effective learning. This editorial argues, against fashion, that the affective domain is neither separate from nor less significant in the learning process than the cognitive domain. It begins with a vignette of a struggling reader. It then defines emotions and explains their role in learning, using cognitive psychology and neuroscience as the research base. Next, it examines the influence of the affective domain on learning to interpret symbols. The editorial concludes with an analysis of reading anxiety and recommendations for practice.  相似文献   

A “Period” lesson on the book of acts     

Rev. F.J. Rae M.A. D.D. 《British Journal of Religious Education》1940,7(3):157-162

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All Environmental Politics is Local?     

Ian D. Rae 《Minerva》2006,44(4):447-458

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