Evaluating electronic resources: Personal Development Planning resources at the Open University,a case study   总被引：1，自引：1，他引：0  

Anne Jelfs  Patrick Kelly 《Assessment & Evaluation in Higher Education》2007,32(5):515-526

This paper discusses the evaluation of Web‐based tools to support Personal Development Planning (PDP) in order to illustrate issues associated with the introduction and assessment of the effectiveness of online resources. The aims of the evaluation were based on concerns about the very complex situation that offering online resources including PDP poses for part‐time off‐campus students. In this paper the authors utilize a modified RUFDATA framework (Saunders, 2000 Saunders, M. 2000. Beginning an evaluation with RUFDATA: theorising a practical approach to evaluation planning. Evaluation, 1: 7–21.  [Google Scholar]) and consider the benefits a range of methods, including surveys and observational studies, can offer evaluations of electronic resources. They found that students used and valued some aspects of the provision but that even with best efforts of instructional designers, and user testing at the draft stage, students do not always behave as intended. This evaluation highlighted the need for a range of strategies for evaluating online resources and that regardless of student attitude there are real worries about eLearning imposing extra workload burdens on ‘time poor’ adults.  相似文献   

Individual, family, and neighborhood factors distinguish resilient from non-resilient maltreated children: a cumulative stressors model   总被引：2，自引：0，他引：2  

Jaffee SR  Caspi A  Moffitt TE  Polo-Tomás M  Taylor A 《Child abuse & neglect》2007,31(3):231-253

OBJECTIVE: Children who are physically maltreated are at risk of a range of adverse outcomes in childhood and adulthood, but some children who are maltreated manage to function well despite their history of adversity. Which individual, family, and neighborhood characteristics distinguish resilient from non-resilient maltreated children? Do children's individual strengths promote resilience even when children are exposed to multiple family and neighborhood stressors (cumulative stressors model)? METHODS: Data were from the Environmental Risk Longitudinal Study which describes a nationally representative sample of 1,116 twin pairs and their families. Families were home-visited when the twins were 5 and 7 years old, and teachers provided information about children's behavior at school. Interviewers rated the likelihood that children had been maltreated based on mothers' reports of harm to the child and child welfare involvement with the family. RESULTS: Resilient children were those who engaged in normative levels of antisocial behavior despite having been maltreated. Boys (but not girls) who had above-average intelligence and whose parents had relatively few symptoms of antisocial personality were more likely to be resilient versus non-resilient to maltreatment. Children whose parents had substance use problems and who lived in relatively high crime neighborhoods that were low on social cohesion and informal social control were less likely to be resilient versus non-resilient to maltreatment. Consistent with a cumulative stressors model of children's adaptation, individual strengths distinguished resilient from non-resilient children under conditions of low, but not high, family and neighborhood stress. CONCLUSION: These findings suggest that for children residing in multi-problem families, personal resources may not be sufficient to promote their adaptive functioning.  相似文献   

Impact of a statewide home visiting program to prevent child abuse   总被引：1，自引：0，他引：1  

Duggan A  Caldera D  Rodriguez K  Burrell L  Rohde C  Crowne SS 《Child abuse & neglect》2007,31(8):801-827

OBJECTIVES: To assess the impact of a voluntary, paraprofessional home visiting program in preventing child maltreatment and reducing the multiple, malleable psychosocial risks for maltreatment for which families had been targeted. METHODS: This collaborative, experimental study focused on 6 Healthy Families Alaska (HFAK) programs; 325 families were enrolled in 2000-2001, randomized to intervention and control groups, and interviewed to measure baseline attributes. Follow-up data were collected when children were 2 years old (85% follow-up rate). Outcomes included maltreatment reports, measures of potential maltreatment and parental risks, for example, poor mental health, substance use, and partner violence. HFAK records were reviewed to measure home visiting services. Home visitors were surveyed to measure perceived effectiveness and training adequacy. RESULTS: Parental risks were common at baseline, and one-sixth of families had a substantiated child protective services report in the child's first 2 years of life. There was no overall program effect on maltreatment reports, and most measures of potential maltreatment. Home visited mothers reported using mild forms of physical discipline less often than control mothers. The groups were similar in their use of more severe forms of physical discipline. There was no program impact on parental risks. There was no impact on outcomes for families with a 'high dose' of home visiting. Home visitors often failed to address parental risks and seldom linked families with community resources. Contradictions in the model compromised effectiveness. CONCLUSIONS: The program did not prevent child maltreatment, nor reduce the parental risks that had made families eligible for service. Research is needed to develop and test strategies to improve the effectiveness of home visiting.  相似文献   

Editorial Statement     

Monica Taylor  Emily J. Klein 《The Educational forum》2019,83(1):1-3

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Elementary teachers’ science subject matter knowledge across the teacher career cycle     

Ryan S. Nixon  Leigh K. Smith  Richard R. Sudweeks 《科学教学研究杂志》2019,56(6):707-731

Although widely touted as important, there is little evidence regarding the influence of teaching experience on elementary teachers' science subject matter knowledge (SMK). To better understand this phenomenon, we administered an assessment of science topics taught in the fifth and sixth grades to 169 preservice teachers, 231 fifth-grade teachers, and 208 sixth-grade teachers. We then compared the mean scores of teachers at different stages in the career cycle using one-way and two-way ANOVA and explored the relationship between SMK scores and years of teaching experience using regression analysis. Findings indicate that (i) being assigned to a specific grade level had an impact on teachers' SMK for topics included in the grade level, (ii) teachers' SMK scores were lower later in their careers for both science topics they had never taught and for science topics they were responsible for teaching, and (iii) results differed for fifth and sixth grades. This study adds to the existing literature through the examination of a large sample of elementary teachers, with teachers of varying years of experience, while focusing on the science topics these teachers are responsible for teaching. The results of this study provide strong evidence that (i) years of experience teaching specific science topics is associated with the development of teachers' knowledge of these topics, and (ii) teaching experience, what teachers do in the context of their everyday practice, can be an effective means of self-directed learning for teachers. There is also evidence that this influence is not uniform across years of teaching experience or science topics taught. These findings raise important implications about future research into the mechanism of SMK development through teaching experience and teacher grade-level assignments.  相似文献   

Action groups as a participative strategy for leading whole-school health promotion: Results on implementation from the INCLUSIVE trial in English secondary schools     

Emily Warren  Leonardo Bevilacqua  Charles Opondo  Elizabeth Allen  Anne Mathiot  Grace West  Farah Jamal  Russell Viner  Chris Bonell 《British Educational Research Journal》2019,45(5):979-1000

Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole-school health promotion. Such groups can coordinate multi-component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole-school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole-school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers.  相似文献   

Managerial Practices and Organizational Conditions That Encourage Employee Growth and Development     

Jerry W. Gilley  Anne M. Gilley  Sherry Avery Jackson  Heshium Lawrence 《Performance Improvement Quarterly》2015,28(3):71-93

This paper focuses on seven major managerial practices and three negative conditions that must be managed to enhance employee growth and development. These managerial practices and conditions have significant potential for human resource development practitioners and performance improvement technologists by providing new perspectives to improve employee performance through employee growth and development activities. Surveys measuring employee perceptions of manager behaviors were administered to 503 MBA and PhD students from the United States, resulting in 463 useable responses. The hypotheses were tested using linear regression and structural equation modeling. Based on the analysis, the researchers found that involving employees in decision making, motivating employees, treating employees as unique individuals, and making certain that managers are effective have the highest influence on employee growth and development.  相似文献   

Particle movement and fluid behavior visualization using an optically transparent 3D-printed micro-hydrocyclone     

Maira Shakeel Syed  Fateme Mirakhorli  Christopher Marquis  Robert A. Taylor  Majid Ebrahimi Warkiani 《Biomicrofluidics》2020,14(6)

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Efficient lesson development     

Stephen Yelon  Anne Wineman 《Performance Improvement》1987,26(6):1-4

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NSPI conference 1983     

Anne Bednar 《Performance Improvement》1983,22(6):17-18

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