Female Administrators: A Crack in the Glass Ceiling     

Susan Bon Reis  I. Phillip Young  James C. Jury 《Journal of Personnel Evaluation in Education》1999,13(1):71-82

This experimental study investigates the effects of gender of the evaluator, gender of the applicant, and gender of the reference source at the screening stage of the selection process. Specifically, male and female principals were asked to evaluate re´sume´s and reference letters of hypothetical male and female applicants for the focal position of assistant principal. In the context of selection of an assistant principal, the authors hypothesized that male principals would prefer male applicants and female principals would prefer female applicants. This hypothesis was based on the sex similarity-attraction paradigm. The sex similarity-attraction paradigm suggests that same-sex applicants will be regarded as more similar than opposite-sex applicants (Gallois, Callan & Palmer, 1992) and that applicants who are perceived as similar will be evaluated favorably (Cardy & Dobbins, 1986). Finally, although the authors anticipated that sex similarity-attraction would support an interaction effect between gender of applicant and gender of rater, as strengthened by gender of the reference letter source, the findings did not support this interaction. In fact, the main effect for gender of applicant indicates that hypothetical female administrator candidates are evaluated significantly higher than hypothetical male administrator candidates. This is contrary to about half of past selection research that suggested female applicants are given lower evaluations than male applicants. Thus, these results may be an indication that the evaluations of female applicants for administrative positions are improving to the extent that female applicants were more likely to be offered employment interviews than male applicants.  相似文献   

Dosuperior teachers employ systematic instructional planning procedures? A descriptive study     

Andrea C. Young  Robert A. Reiser  Walter Dick 《Educational technology research and development : ETR & D》1998,46(2):65-78

The purpose of this study was to examine the extent to which a group of superior elementary and secondary school teachers employed systematic instructional planning practices. The research method employed was a multicase design in which nine teachers (five secondary and four elementary) from a single school district were studied. Qualitative data in the form of written surveys and face-to-face interviews were collected and analyzed. Results revealed that most of the teachers' planning activities centered around six types of decisions. When the teachers' planning activities were compared with a systematic approach to instructional planning, the two approaches were found to be different in several important ways: the teachers did not place much emphasis on specifying objectives, creating objectives-based tests, or making other instructional decisions in light of objectives. Implications for teaching preservice teachers about systematic planning are discussed. The authors would like to thank the nine teachers who participated in this study, and Julia O'Brien, who helped to conduct it.  相似文献   

Large-scale organizational performance improvement     

Rudy Pilotto  Jonathan O'Donnell Young 《Performance Improvement》1999,38(10):24-28

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How the Organizational Learning Process Mediates the Impact of Strategic Human Resource Management Practices on Performance in Korean Organizations     

Sei Hyoung Cho  Ji Hoon Song  Suk Chun Yun  Cheol Ki Lee 《Performance Improvement Quarterly》2013,25(4):23-42

The primary purpose of this research is to examine the structural relationships among several workplace‐related constructs, including strategic human resource management (HRM) practices, organizational learning processes, and performance improvement in the Korean business context. More specifically, the research examined the mediating effect of the organizational learning processes at three levels—individual, group, and organizational—to explain the relationship between strategic HRM practices and performance improvement. A total of 640 cases were used for data analysis, with general multivariate analyses and structural equation modeling. The results suggest that the learning processes at the three levels have a significant direct impact on organizational performance and that they also serve as a mediating interaction construct to maximize the effect of strategic HRM practices. The article provides conclusions, discusses the limitations of the research, and makes further recommendations.  相似文献   

A historical narrative review of paired oral reading practices in elementary classrooms     

Jake Downs  Kathleen Mohr  Chase Young 《Journal of Research in Reading》2023,46(1):42-63

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A model of small group facilitator competencies     

Judith A. Kolb  Sungmi Jin  Ji Hoon Song 《Performance Improvement Quarterly》2008,21(2):119-133

This study used small group theory, quantitative and qualitative data collected from experienced practicing facilitators at three points of time, and a building block process of collection, analysis, further collection, and consolidation to develop a model of small group facilitator competencies. The proposed model has five components: communication, task, relationship or climate, organization, and professional ethics. “Listens actively” was the highest rated competency. Items under communication, in addition to listening, include “observes and attends to nonverbals in group members” and “uses questions skillfully.” Remaining competencies concern ground rules, creating a supportive climate, encouraging group involvement, and handling disruptive individuals, among others.  相似文献