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1.
Seung Youn Chyung 《Performance Improvement Quarterly》2015,27(4):77-96
Evaluation is one of the critical steps in the process of performance improvement. Evaluation feeds evidence‐based information back to the next cycle of performance improvement. However, organizations often neglect to conduct comprehensive evaluations on their programs due to environmental barriers or the lack of practitioners’ evaluation expertise. This article presents some of the foundational evaluation‐related concepts and procedures that would help human performance improvement practitioners when conducting comprehensive systematic and systemic evaluations of the interventions implemented in organizations: (a) evaluation versus research, (b) front‐end evaluation versus back‐end evaluation, (c) definition of program evaluation, (d) types of program stakeholders, (e) development of program logic models, (f) formative evaluation versus summative evaluation, (g) merit versus worth, and (h) development of evaluation dimensions. Such foundational knowledge is just one of the first steps to prevent evaluations from being neglected or mistaken with simple measurements through administering instruments such as smiley sheets. 相似文献
2.
This study focuses on professionals' views on knowledge and knowing in learning from conversations. Our main interest was how learning teams of professionals evaluate knowledge exchange and knowledge explication as knowledge productive, based on their initial views on knowledge and knowing. We used a mixed method research design that combined quantitative and qualitative data collection methods to investigate two study teams of mentors. The teams were comprised of practice teachers and teacher educators that varied in their degree of familiarity with working collaboratively as a learning partnership. The findings of the study suggest that:
- • Mentors' beliefs about knowledge and knowing did not necessarily accord with their evaluations of desirable outcomes for knowledge construction in professional conversations. The events that mentors described as memorable learning opportunities were, however, congruent with their evaluations of the value of professional exchange in professional conversations.
- • The study teams differed in the way they articulated, elaborated, and evaluated knowledge construction in professional conversations. The teacher educators who comprised one of the study teams and who were familiar with collaborative knowledge construction exhibited a more articulate and worked out position on knowledge construction.
3.
Creativity researchers have drawn on cognitive principles to characterize individual innovation. However, few comprehensive
frameworks have been developed to relate social innovation to social cognition research. This article introduces the Communities
of Innovation (COI) framework and examines its applications in a culture designed to promote collaborative creativity. Findings
included evidence for some aspects of the COI model (flow and hacker ethic, entrepreneurship, collaboration and mentoring,
sense of community, and learning through design criticism), moderate support for others (dynamic expertise and idea prototyping),
but no evidence for other components (developing adaptable knowledge and expertise, symmetrical expertise within the community,
community reflection, shifting interpersonal roles, or benefiting from cultural/educational/skill/other diversity). The majority
of the new ideas identified and shared by participants were developed through interaction with others. Implications for refinement
of the COI framework and future research are discussed. 相似文献
4.
What Students Think and Do in Classroom Teams When Peer Evaluations Are Highly Consequential: A Two‐Stage Study 
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下载免费PDF全文 Avan R. Jassawalla Hemant C. Sashittal 《Decision Sciences Journal of Innovative Education》2017,15(2):219-247
The article presents findings from a two‐stage study that examined student perceptions of peer evaluations (PEs) conducted in undergraduate business classroom teams. In stage 1, we used qualitative research to identify constructs focal in students’ PE‐related cognitive schemas and developed grounded measurement scales and hypotheses about their relationships. Then, we implemented PEs in 17 sections of undergraduate business courses taught over seven semesters. The PEs were highly consequential; i.e., they entirely determined the grade each student received on her/his team project. At the end of each semester, we surveyed student perceptions and behaviors using measurement scales we developed after stage 1 of the study. We find that the knowledge of impending PEs leads students to exercise a great deal of care in terms of what they say and do while working with others. The higher levels of care trigger both impression management behaviors and perceptions that others are contributing more. The perceptions that others are contributing more seem instrumental in shaping students’ decision to contribute more themselves. Implications for instructors and future research are discussed. 相似文献
5.
This exploratory study investigates the distributed nature and complexity of professional expertise by examining the patterns of cognitive processes in novices and experts who are using ultrasound technology to make diagnoses. The study aims to identify and provide an explanation for such patterns in light of the recent debate on the locus of control underpinning human cognition. A distributed model of professional expertise based on the relationships between the four elements of socio-cultural disposition, tools and artefacts, strategies, and domain knowledge, is used to discuss the results. The findings illustrate the complexity of professional expertise, particularly when individuals depend on sophisticated tools to assist their thinking and reasoning. 相似文献
6.
Education is centre stage in current UK government initiatives to promote multi-agency team work. This paper draws on a research project which explored the way in which multi-disciplinary teams work and learn together in their practice with children, to consider the implications of ‘joined-up’ practice for theorizing dilemmas of knowledge creation and identity transformation for professionals in multi-agency teams. The paper focuses primarily on the experiences of education professionals. We exemplify some dilemmas of ‘joined-up’ team participation in specific workplace activities involving knowledge exchange. We then explore the impact of belonging to multi-agency teams on professional roles, identities and learning. The paper then summarizes strategies which professionals used for resolving dilemmas around learning and knowledge creation, and considers how participating in shared workplace activities might enable or constrain professionals to consoli date their professional identities and learning. Drawing on theoretical research into workplace participation and professional learning, the paper examines implications for theorizing the professional identity of teachers in multi-agency team work, within a systemic model that takes account of: creating new knowledge and practice; enhancing professional identity; and building inter-professional communities. 相似文献
7.
Miriam Landor 《Educational Psychology in Practice》2011,27(1):83-95
This paper reports the results of a small‐scale study of the perceptions of recently‐qualified educational psychologists (EPs) in Scotland about the effectiveness of their Master’s level research and its impact on their own practice, on their service and on the wider educational psychology community. Thematic analysis of the data was carried out. There was widespread agreement that their dissertation research project had a positive and wide‐ranging impact on their own professional development, in terms of their reflective stance, theoretical knowledge and understanding, practical skills and expertise which they could use for training others, and lastly, career enhancement. There were mixed perceptions, however, of the impact their research had on their service or on the wider profession. Proposals for improvement were made in order to build capacity for research and evaluation in psychological services, in the light of increasing interest in professional accountability and evidence based practice (EBP). 相似文献
8.
Lang Fabian Kammerer Yvonne Stürmer Kathleen Gerjets Peter 《European Journal of Psychology of Education - EJPE》2021,36(1):125-146
Prior research on epistemic beliefs, that is, individuals’ views about knowledge and knowing, has mainly focused either on individuals’ professed beliefs (as reported in questionnaires) or on their enacted beliefs (as indicated during task processing). However, little is known about the relation between professed and enacted epistemic beliefs. The present study focused on beliefs about the uncertainty of scientific knowledge and investigated both professed and enacted beliefs in the context of evaluations of scientific controversies. Participants were N = 79 university students who first completed a questionnaire that targeted their professed uncertainty beliefs about scientific knowledge. Then, approximately 1 week later, they completed a standardized test in which they evaluated five scientific controversies. Cued retrospective verbal reports were used to measure their enacted uncertainty beliefs while taking the test. Results revealed that professed and enacted uncertainty beliefs were interrelated and that both variables predicted individuals’ performance with regard to the evaluation of scientific controversies. Furthermore, the effect of professed uncertainty beliefs on controversy-evaluation performance was partly mediated by enacted uncertainty beliefs. The findings of the present study point toward novel theoretical insights and educational implications regarding the relations between professed and enacted beliefs about the uncertainty of scientific knowledge and their role in individuals’ evaluation of scientific controversies.
相似文献9.
Suvi Lakkala Tuija A. Turunen Hennariikka Kangas Marja Pulju Ulla Kuukasjärvi Hanna Autti 《师资教育杂志》2017,43(4):414-426
This paper explores ways of enhancing inter-professional skills as part of professional development during university studies. From a socio-psychological viewpoint, inter-professional teamwork can be regarded as an interface between the group and individual levels, where collective commitment, efficiency, shared processes and outcomes, as well as tensions and dilemmas, are brought together. Inter-professional skills, which are already practised in university, may enable professionals to work in inter-professional contexts during their careers. In this case study, the participants (three student-teachers, two social work students and four supervisors) reflected on their shared experience of participating in a shared practicum at a primary school. The data-set comprises two group interviews conducted separately with the students and supervisors following the practicum. The results indicate that it is possible to develop inter-professional competencies during one’s university studies and that this has the potential to promote students’ reflective skills as they reframe their expertise and the expertise in other professions. 相似文献
10.
In literature, co-teaching is mostly defined as an instrumental and pedagogical means delivered by collaborating special and regular teachers, from which students with and without special educational needs benefit in regular schools. The importance of a shared vision on the part of members of co-teaching teams as to what they consider as good education for students is not mentioned in definitions of co-teaching. The authors argue that sense-making by reflection about what can be considered as good education – good teaching and good learning – is essential when co-teachers want to understand or change their practice or relationship with their partner. We reviewed 17 articles about co-teaching teams’ professional development and identified that challenges to co-teachers’ professionalisation mostly were directed to interpersonal and normative aspects of development in co-teaching teams. We elaborate on five distinguished movements that can bring about change in teacher professionalism. These movements correspond to the challenges retrieved from the literature review and can be used to contribute to move toward a new perspective on professionalism of co-teachers. A contemporary definition of co-teaching is proposed because former definitions do not suffice to express the value of constructing a shared vision on good teaching and learning. We argue that team-reflection is the missing link in terms of enhancing normative professionalism of co-teaching teams and recommend that further research should be conducted to value team-reflection as a means to overcome challenges of co-teaching teams. 相似文献
11.
Koos Winnips Betty Collis 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(4):443-460
Action learning in a workplace context, focused on projects relating to real business needs, is the basis of the management seminars offered by the BOSNO (in Dutch, ‘BedrijfsOpleiding voor Samenwerkende Nederlandse Ondernemingen’[Company training for Dutch companies working in cooperation with each other]) consortium in The Netherlands. In the seminars, managers from participating companies work in teams on multiple‐step problem analysis and solution strategies, supported by workplace coaches. The teams also interact with each other so that peer learning is stimulated. To extend the BOSNO management seminar model in both depth and flexibility, a new approach called e‐BOSNO was designed in which a web‐based learning support environment played a critical role. This paper describes the e‐BOSNO design process and gives results from the first cycle of e‐BOSNO. The results showed the participants to be much more active and interactive than in previous e‐BOSNO seminars, even though there were fewer face‐to‐face meetings. Workplace‐oriented learning occurred and was shared in a way which makes it available for reuse in subsequent e‐BOSNO seminars. 相似文献
12.
Chrysi Rapanta Lorenzo Cantoni 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(5):765-777
While user‐centred design and user experience are given much attention in the e‐learning design field, no research has been found on how users are actually represented in the discussions during the design of online courses. In this paper we identify how and when end‐users' experience—be they students or tutors—emerges in designers' discussions during their meetings in well‐established open universities. More precisely, we observed 15 design meetings of two design teams during the development of specific online courses. Designers' discourse was analysed on the basis of six dimensions regarding relevant actors, contents and strategies (purposes) of user experience anticipation. Results show the emergence of a solution‐oriented anticipatory discourse in form of scenarios regarding how learners and tutors will react to the course and the proposed activities. Moreover, this discourse is related to an emergent type of users‐based expertise, translated as the capacity of some designers to empathise with the end‐users more than other designers do. The participation of designers with this type of expertise in e‐learning design teams emerges as relevant for the decisions related to the course activities, interface or overall experience. Further research is invited towards this direction. Further discussion on this article can be found in “Being in the users' shoes: Is there maybe another way?” (DOI: 10.1111/bjet.12104 ). 相似文献
13.
John Spandorfer Tanya Puklus Victoria Rose Mithaq Vahedi Lauren Collins Carolyn Giordano Richard Schmidt Chris Braster 《Anatomical sciences education》2014,7(2):144-152
Peer assessment has been shown to be an effective tool to promote professionalism in medical students. Peer assessment may be particularly useful in anatomy dissection laboratory as the required close collaboration and long hours of anatomy laboratory provide students insights into their peers' work habits and interpersonal skills. The objective of this study was to quantitatively and qualitatively analyze the use of a validated peer assessment tool in Gross Anatomy. Students in a first year medical school class evaluated three members of their dissection group using an online survey tool. The mid‐course and end‐of‐course evaluation included open‐ended comments, as well as a five‐point scale that measured three work habits, two interpersonal attributes and one overall score. All 267 students completed the assignment. The overall score and four of the five other assessed categories showed significant improvement from the mid‐ to end‐of‐course evaluations. Quantitative and qualitative data also revealed significant improvement among the students who received the lowest mid‐course assessments. Seventy‐six percent of the class agreed with the statement: “Based on the feedback I received, I made a change in how I worked with or taught my peers.” The use of this peer assessment tool used by students in anatomy was associated with improvements in work habits and interpersonal attributes, particularly by the cohort of students who received the lowest mid‐course feedback. Peer assessment offers students an opportunity to improve their interpersonal skills and work habits. Anat Sci Educ 7: 144–152. © 2013 American Association of Anatomists. 相似文献
14.
Carol Norman 《Journal of Personnel Evaluation in Education》1994,8(3):329-340
Conclusion Teachers need formal and working knowledge of educational evaluation for their work in traditional schools as well as in schools in the future. In the form of principles, the professional evaluation standards provide educational evaluation knowledge that teachers can use to acquire the working knowledge they want and can use. Professional development programs can help teachers grasp the substance and intent of educational evaluation principles, but the principles alone cannot empower teachers or build a system of profound knowledge shared within the organization and used to move it toward its goals. An investment in teachers through professional-development programs is important if teachers are to conduct evaluations and use evaluation results together as a routine part of doing business. An investment in teachers through professional-development programs must attend to the social and technical aspects of a change effort. The learning about evaluation and their principles must be organizationally valued and the learning nurtured and sustained. 相似文献
15.
Infants imitate others’ individual actions, but do they also replicate others’ joint activities? To examine whether observing joint action influences infants’ initiation of joint action, forty‐eight 18‐month‐old infants observed object demonstrations by 2 models acting together (joint action), 2 models acting individually (individual action), or 1 model acting alone (solitary action). Infants’ behavior was examined after they were given each object. Infants in the joint action condition attempted to initiate joint action more often than infants in the other conditions, yet they were equally likely to communicate for other reasons and to imitate the demonstrated object‐directed actions. The findings suggest that infants learn to replicate others’ joint activity through observation, an important skill for cultural transmission of shared practices. 相似文献
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17.
Studies on proficient readers showed that speech processing is affected by knowledge of the orthographic code. Yet, the automaticity of the orthographic influence depends on task demand. Here, we addressed this automaticity issue in normal and dyslexic adult readers by comparing the orthographic effects obtained in two speech processing tasks that are or not sensitive to strategies developed by participants. Our finding showed that while participants’ performance in a metaphonological task, which is known to be strategy prone, was affected by their orthographic knowledge regardless of the childhood diagnosis of dyslexia or of their actual reading-related skills, this latter factor significantly modulated the orthographic influence found in a more natural speech recognition task. The finding supports the claim that while any individuals who know a reading code are able to resort to their orthographic knowledge when they process speech, a more profound modification of the speech processing system by the orthographic code takes place only in readers who have reached a certain level of reading expertise. 相似文献
18.
The development of students as lifelong, self-regulating learners is a valued outcome of higher education. To this end, the current project investigated how students in an undergraduate course experienced and responded to a teaching–learning environment where they were expected to take responsibility for their learning. The pedagogic environment of this course was grounded in strategies and activities associated with assessment for learning (AfL). As such, students were expected to participate in activities that provided them with opportunities to exercise control over their learning. Data gathering comprised individual semi-structured interviews and the collection of artefacts. Findings indicated goals helped students know where they were going; exemplars provided insights into what was expected and what constituted quality work; course activities elicited evidence of learning; dialogic interactions around these generated feedback about understandings and progress; the evaluation of exemplars developed evaluative knowledge, skill and expertise; peer review and feedback provided an authentic context for evaluation and monitoring of works-in-progress. It was concluded that, while each of the AfL strategies contributed to student self-regulation, the full impact of AfL as a catalyst for self-regulated learning was realised in the cumulative and recursive effect these strategies had on students’ thinking, actions and feelings. 相似文献
19.
AbstractIn this article we use a hybrid methodology to better understand the skilful performance of sports teams as an exemplar of distributed cognition. We highlight key differences between a team of individual experts (an aggregate system) and an expert team (an emergent system), and outline the kinds of shared characteristics likely to be found in an expert team. We focus on the way that shared knowledge contributes to expert team performance. In particular, we suggest that certain kinds of shared knowledge (both embodied and declarative) and shared skill, potentially developed through a team’s history of playing and training together, facilitate successful coordination. These kinds of shared knowledge and skill may be less developed in a team of experts without a shared history. Exploring the expert performance of sports teams informs our understanding of distributed cognition and collaboration more generally and creates avenues for further philosophical and empirical investigation. 相似文献
20.
Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals 总被引：1，自引：0，他引：1
This paper examines the mediating role of students’ goals in group work at university. Research on cooperative and collaborative learning has provided empirical support for the cognitive, motivational and social benefits of group work but the antecedents of motivation and ongoing management of emerging motivational and socio‐emotional issues have received less attention. A theory of self‐regulation that incorporates students’ personal goals and perceptions of context, combined with a sociocultural perspective on co‐regulation of individuals and contexts, can help understand why and how some groups resolve their social challenges while others are less successful. An empirical study highlighted the mediating role of students’ goals in their appraisals of group assignments, perceptions of various aspects of the contexts, and in turn regulation strategies to achieve their goals. Qualitative differences were found in the regulation strategies of students with positive and negative appraisals. 相似文献