The Song of the Dulzaina     

Stanley H. Barkan 《The Educational forum》2013,77(2)

  相似文献   

Selecting job elements to rate in performance appraisals: The human factors approach     

Stanley E. Ridley 《Performance Improvement》2007,46(5):30-35

The human factors approach (HFA) is proposed as a valid, reliable, and cost‐effective method for generating and selecting job performance elements (JPEs) to be rated in employee performance appraisals. One basic set of JPEs can and should be used to appraise all employees' performance. The HFA is based principally on a simple question: What are the most critical or important things humans can produce/do at work that maximize employee and organizational performance?  相似文献   

Social skills interventions across school settings: Case study reviews of students with mild disabilities     

Gregory K. Torrey  Stanley F. Vasa  John W. Maag  Jack J. Kramer 《Psychology in the schools》1992,29(3):248-255

This study investigates the efficacy of a social skills training program with seven mildly handicapped students across three school settings: regular classroom, special education resource room, and recess. It was found that social skills training generated improvement on both pre-post measures and behavior ratings. Improvements were maintained 2 weeks after treatment was discontinued for seven students. All students' performance generalized from resource room to regular classroom settings; only four students' performance generalized to the recess setting.  相似文献   

For starters     

Stanley D. Zenor 《TechTrends》1995,40(6):2-2

  相似文献   

For starters     

Stanley D. Zenor 《TechTrends》1995,40(4):2-2

  相似文献   

Academic Freedom: A Structural Approach   总被引：1，自引：0，他引：1  

Stanley Aronowitz 《Educational theory》1985,35(1):1-13

  相似文献   

Race and performance of student as determinants of teacher nonverbal behavior     

Robert S. Feldman  Stanley Orchowsky 《Contemporary educational psychology》1979,4(4)

This study tested the hypotheses that the nonverbal behavior of teachers is affected by the race and performance of their students. Fifty-six white college-age subjects, acting as teachers, were led to praise successful or unsuccessful students. The students were either white or black. Stimulus teachers' nonverbal behavior was recorded, and silent samples of their behavior were shown to naive judges who rated how pleased they appeared to be with their student. Results showed that stimulus teachers were more pleased with successful than unsuccessful students, and more pleased with white than black students.  相似文献   

Sex and the Quiet Schoolgirl     

Julia Stanley 《British Journal of Sociology of Education》1986,7(3):275-286

The article is based on a year's ethnographic work at a West Midlands comprehensive school, which is described. The usual genderising pattern of subject choice and behaviour are identified, and used as the basis of an analysis of the differences, real and imagined, between boys and girls and their expectations of secondary schooling.

Having identified quietness as one of the distinguishing characteristics of girls at Cator Park school, I relate this to their own assessment of how they accommodate to the demands of school. This highly selective adaptation is suggested as one reason why the boys are puzzled by the behaviour of girls in school, and it is suggested that it allows the girls to retain their private identity outside school. The conclusion is that quietness is a successful adaptation to the situation of girls in school, and should not be viewed as a weakness.  相似文献   

改变方向     

M.Stanley Bubien 《海外英语》2007,(4):14

“No! ”I stated without apology, “I’m not giving you one red cent.”The beggar flipped me off with a stream of profanity.  相似文献   

Teaching Art in the Elementary School by Phil H. Rueschoff and M. Evelyn Swartz. New York: The Ronald Press Company, 1969. 339 pp. $8.00     

Stanley G. Wold 《The Educational forum》2013,77(3):417-418

  相似文献