Geary Rummler,Ph.D.     

Janice West 《Performance Improvement》2016,55(4):41-47

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Plantation to Nation: Caribbean Museums and National Identity Edited by Alissandra Cummins,Kevin Farmer,and Roslyn Russell. Champaign,Illinois: Common Ground Publishing, 2013. 253 pages. Paperback $30(USD); e‐book $10 (USD).     

Janice Cheddie 《Curator: The Museum Journal》2014,57(4):521-525

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Current Developments in Community College Performance Funding     

Mark M. D'Amico  Janice N. Friedel  Stephen G. Katsinas  Zoë M. Thornton 《Community College Journal of Research & Practice》2014,38(2-3):231-241

Since the initiation of performance funding in Tennessee in the late 1970s, approximately 30 states have, at some point, attempted a funding model that includes performance on a set of indicators. The purpose of the present study was to capture the current status of performance funding in public statewide community college systems and to assess which performance indicators were collected at the state level. Data were obtained through the 2012 Survey of Finance and Access Issues conducted by the Education Policy Center at the University of Alabama. The survey was administered to the National Council of State Directors of Community Colleges, and 50 responses were obtained from 49 states. Not every survey respondent answered each survey item. Findings showed that 19 states used performance funding for community colleges, with six of those states allocating at least 10% of state funds based on performance. An analysis of indicators captured at the state level (not exclusively for performance funding) showed a decline of emphasis on process indicators and greater emphasis on outputs. The performance-based distribution of base funding and the inclusion of output measures that capture intermediate indicators of success are consistent with the principles of Performance Funding 2.0, a new form of performance funding recently discussed in the literature. Future research should include tracking the current findings over time and expanding the existing literature on whether performance funding influences outcomes.  相似文献   

Students' and teachers' explanations of chemical equilibrium     

Dr Janice M. Wilson 《Research in Science Education》1993,23(1):352-354

Specializations: cognitive processes in science learning and teaching.  相似文献   

The National Council on Measurement in Education 1983 Annual Meeting     

Janice Scheuneman 《Educational Measurement》1982,1(4):13-16

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The Tower in Red and Yellow: Using Children's Drawings in Formative Research for Alum Simsim, an Educational Television Series for Egyptian Children     

Alyaa Montasser  Charlotte Frances Cole  Janice Fuld 《Early education and development》2002,13(4):395-408

Formative Research is an integral part of the development of Sesame Workshop's productions worldwide. It is used to bring children into the television production process and give producers insights into what children like and learn from material as it is being produced. Using examples from a study of six test segments of the television series Alam Simsim, the Egyptian Sesame Street, this paper illustrates how one non-conventional research method-systematic analysis of children's artwork-can be used, in conjunction with other research tools, to gain supplemental feedback from children during formative research of educational television.  相似文献   

Model-Based Teaching and Learning with BioLogica™: What Do They Learn? How Do They Learn? How Do We Know?     

Buckley  Barbara C.  Gobert  Janice D.  Kindfield  Ann C. H.  Horwitz  Paul  Tinker  Robert F.  Gerlits  Bobbi  Wilensky  Uri  Dede  Chris  Willett  John 《Journal of Science Education and Technology》2004,13(1):23-41

This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools. BioLogica activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and posttests. Traces of students' actions and responses to computer-based tasks were electronically collected (via a log file function) and systematically analyzed. An intensive 3-day field test involving 24 middle school students served to refine methods and create narrative profiles of students' learning experiences, outcomes, and interactions with BioLogica. We report on one high school implementation and the field test as self-contained studies to document the changes and the outcomes at different phases of development. A discussion of design changes concludes this paper.  相似文献   

Take home tests: An experimental study     

Larry J. Weber  Janice K. McBee  Jean E. Krebs 《Research in higher education》1983,18(4):473-483

The take home test was compared with the conventional closed and open book tests at the college level. It was found that scores on knowledge items were significantly higher with the take home test, and that additional time spent looking up answers was important. An additional factor was the level of anxiety, perceived by students to be less with the take home test. Rampant cheating does not appear to be a problem with take home tests.  相似文献   

Building Connections between Industry and University: Implementing an Internship Program at a Regional University     

Janice Tovey 《Technical Communication Quarterly》2001,10(2):225-239

Using an established university level internship program, this article discusses the issues of socialization and acculturation of interns into the workplace, motivation of student employees, and the relationships between education and training/workplace and academy. Evaluations by students and their supervisors reveal the significance of these issues for positive experiential learning.  相似文献   

What is Education Studies?     

Nigel Tubbs  Janice Grimes 《Educational studies》2001,27(1):3-15

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