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1.
School effectiveness indices (SEIs) based on residuals from regressing test performance onto prior test performance and a socioeconomic status (SES) measure were obtained for 2 consecutive years for 431 elementary schools. The resulting SEIs were found to be reasonably stable year to year, the correlations ranging from. 34 to .66, depending on grade level (1–4) and subject (reading and mathematics). To aid in the identification of the factors that affect the stability of school achievement, correlations of the SEIs across subjects and grade levels were obtained also. It was determined that SEIs reflecting the performance of students at the same grade level were relatively stable, whether the same or different students were involved. However, SEIs reflecting the performance of students at different grade levels were very unstable. This suggests that grade-within-school effects dominate whatever global school effects operate in elementary schools. Implications for effective schools research, the design of school recognition/reward programs, and research and measurement specialists in general are discussed  相似文献   

2.
Several studies have reported that student evaluation of teaching (SET) presents important problems. First, depending on the area, there are significant differences in the evaluations. Second, numerous noninstructional biases exist, such as when those teachers who award better grades obtain better SETs. Correcting the rankings by considering these biases (e.g., adjusting SETs according to the class grade) has been proposed. In this paper, we analyse a third problem: it is impossible to correct the biases because they are specific to each area, level, and even class. On a sample of 15,439 SETs, we compared the biases present in two very close areas (accounting and finance) and at two levels (undergraduate and postgraduate). Then, we used a procedure based on the analysis of residuals in OLS models to eliminate area- and level-specific biases. However, there are still latent biases apparently linked to each specific group of students.  相似文献   

3.
Evidence of substantial growth in unionization among university noninstructional staff over the past 20 years (Hurd and Woodhead, 1987) and the emergence of a quality movement in higher education linking employee attitudes toward the work environment with increased productivity point to the need for additional research into union and nonunion staff perceptions of the work environment. This paper describes a conceptually oriented, exploratory study of the university work environment as perceived and defined by union and nonunion noninstructional staff.  相似文献   

4.
Although student evaluation of instruction has been shown to produce reliable results over class averages, considerable within‐class variability exists that has not been investigated. This study looked at examples of student evaluations in which students diametrically differed in their evaluation of the same instructor. Patterns were noted. A survey was conducted to determine the self‐reported incident of students changing evaluations based on noninstructional factors. About 60% of students admitted that they had changed evaluations for reasons related to the instructor's personality, while 30% admitted to changing evaluations based on grades and rigor. Possible reasons and effects of such changes are discussed.  相似文献   

5.
In Saudi Arabia, it is generally perceived that private special education institutes (SEIs) provide a higher quality education than their public counterparts. Parents tend to trust and invest in private rather than public institutes. This is principally attributed to the greater financial capacity of private special institutes, which ensures services can be provided more effectively. Investigating this perspective, this study seeks to bridge the gap often observed and commented upon between public and private SEIs, and to reflect critically on how the needs of all students with intellectual disabilities can be met within the public system. A comparative case study of two SEIs in Saudi Arabia for students with intellectual disabilities, one public and one private, was designed. Semi-structured interviews were conducted with parents, teachers and principals. A key finding of this study is that there is a major difference in the workplace cultures of public and private institutes. This results in several observable factors that were found to contribute to the quality of provision for learners.  相似文献   

6.
Performance at the Defense Language Institute was examined through the prism of human performance technology and the strategic impact model. This examination revealed performance deficiencies in the administrative realm that required mainly a noninstructional intervention. A systematic analysis showed that digitizing administrative procedures could substantially decrease operational costs, enhance procedural transparency, and increase employees' satisfaction.  相似文献   

7.
Two-year public institutions are known for their nurturing academic environments that support students from diverse backgrounds and experiences. One would assume that these nurturing and supportive environments would also go beyond the students to include employees. Family-friendly working environments support the needs of employees to balance work and life obligations without affecting career advancement opportunities. To decide whether two-year public institutions are family-friendly working environments, this quantitative study explored the perceptions of female midlevel noninstructional professional staff in various administrative positions at 215 two-year public institutions. A survey designed to obtain participant perceptions of their working environments and institutional policies pertaining to work and life balances was completed by 590 respondents. By understanding the perceptions of midlevel noninstructional professional staff, institutions can address the areas of concern by establishing formal policies that support the needs of working adults to help them balance work and life obligations without affecting future career advancement opportunities.  相似文献   

8.
Research Findings: This study examines the association between preschool classroom activity and the quality of the language spoken by teachers and children. Eighteen classrooms serving low-income children between the ages of 3 and 4 in Santiago de Chile were audio-recorded during one morning shift. Recordings were transcribed and segmented into activities (greeting, learning experience, book sharing, book discussion, breakfast, lunch, free play and other noninstructional time). A total of 113 activity segments were identified. Characteristics of teacher and child language were measured in each segment. Differences between the eight activities were examined using analysis of variance. Activities were classified as instructional or noninstructional, and the association between this dimension and language characteristics was examined using multilevel path analysis. Results show that most of the variance in language outcomes occurs within classrooms. Analyses show that a significant portion of the variance in the way teachers and children talk is explained by the instructional/noninstructional dimension. Instructional activities are characterized by more language stimulation, more teaching, fewer directives, and more child talk than noninstructional activities. Practice or Policy Implications: We discuss implications for teacher professional development and early childhood education improvement in general and for Latin-America specifically.  相似文献   

9.
School effectiveness indices (SEIs) based on regressing achievement test performance onto earlier test performance and a socioeconomic status (SES) measure were obtained for eight subject–grade level combinations for a large sample of elementary schools. School means based on longitudinally matched student scores comprised the data set used in the analysis. The resulting SEIs were found to be somewhat unstable across subject areas (reading and mathematics) and very unstable across grade levels (1 through 4). Grade-to-grade correlations of the SEIs measuring mathematics performance, although small, tended to be statistically significant, whereas those measuring reading performance were generally nonsignificant. Thus, school effects may be more readily discernible in some subject areas than in others. Implications for research on effective schools and for the design of school recognition programs based on student test performance are discussed.  相似文献   

10.
Biases against the elderly and people with disabilities can lead to discriminatory behaviors. One way to conceptualize attitudes toward the elderly and people with disabilities is through the differentiation of explicit (conscious) and implicit (unconscious) factors. Although both explicit and implicit attitudes and biases contribute to the full picture of peoples’ attitudes, explicit ideas alone may not accurately reflect people’s attitudes. This may be due to societal pressure to conceal explicit biases or the fact that often times, people are not aware they hold prejudiced views. The Implicit Association Test is a computer-based categorization task designed to assess implicit or unconscious attitudes. This test was used in in the current study to assess the impact of an intergenerational service-learning course. We designed this study to determine if greater exposure or contact with the elderly or people with disabilities might influence college students’ implicit attitudes. Pre- and post-assessment of participating students, using the Wilcoxon signed-rank test, found statistically significant decreased biases after participation. Results from this study that suggest participating in an intergenerational service-learning course can positively affect implicit attitudes. This is encouraging, especially because these attitudes are developed over a long period of repeated exposure, are consistently reinforced by cultural factors, and are notoriously difficult to change.  相似文献   

11.
This exploratory study examined the influence of national and organizational culture on the use of various performance improvement interventions. Data on intervention use were collected from practitioners in the United States and South Asia. Results revealed that orientation programs, organizational communication, instructor‐led training, and performance appraisals were among the most used interventions in both the United States and South Asia. Findings also indicated that factors such as organization size, location of headquarters, learning and development budget, and reporting structure are related to the use of interventions. Practitioners in South Asia predominantly had expertise in disciplines such as human resources, while those in the United States had experience in instructional design and human performance technology. These differences may influence the development and implementation of instructional and noninstructional interventions.  相似文献   

12.
Many personnel committees at colleges and universities in the USA use student evaluation of faculty instruction to make decisions regarding tenure, promotion, merit pay or faculty professional development. This study examines the construct validity and internal consistency reliability of the student evaluation of instruction (SEI) used at a large mid‐western university in the USA for both administrative and instructional purposes. The sample consisted of 73,500 completed SEIs for undergraduate students who self‐reported as freshman, sophomore, junior or senior. Confirmatory factor analysis via structural equation modelling was used to explore the construct validity of the SEI instrument. The internal consistency of students' ratings was reported to provide reliability evidence. The results of this study showed that the model fits the data for the sample. The significance of this study as well as areas for further research are discussed.  相似文献   

13.
Prenatal exposure to illicit substances is a finding that typically requires reporting to a child protective services agency. We examine whether there is differential reporting to two public agencies, and whether it varies by race/ethnicity and region. We also study predictors of indicating a maltreatment report as credible. Data on positive neonatal toxicology reports were obtained from the Illinois Department of Public Health (IDPH) and the Illinois Department of Children and Family Services (DCFS). Variation in reporting rates by race/ethnicity and region were compared with Pearson chi-square analysis. Multivariate logistic regression examined factors related to the likelihood of DCFS indicating a report as credible for maltreatment. IDPH recorded 1838 reports of substance-exposed newborn infants while DCFS only recorded 459 reports. There was a greater percentage of whites than blacks reported to DCFS as compared to those reported to IDPH (p < 0.001). There was a greater percentage of whites than blacks found to be indicated by DCFS as compared to those reported to IDPH (p < 0.001). Infants reported in rural areas were indicated less often (OR:0.34, 95% CI:0.17–0.67, p = 0.002) than those from urban areas. In conclusion, there was variation in reporting patterns between the two agencies. To optimize health outcomes for substance-exposed newborn infants (SEIs), the law should be clarified to provide clear standards for reporting and managing SEIs. Clinicians should ensure they are acting within the confines of existing law, and should engage in an interprofessional process with a broad array of stakeholders to develop statewide drug testing and reporting protocols.  相似文献   

14.
Abstract

The purpose of this study was to determine if selected noninstructional variables affect the reading achievement of fourth-grade students in Arkansas. Data for 332 of the state's 333 school districts for the 1986-87 school year were analyzed. The relationships between achievement of students, as measured by the Metropolitan Achievement Test-6 (MAT-6) and eight variables were analyzed. Four variables studied had significant relationships to fourth-grade reading scores, as measured by the MAT-6. The percentage of minority students and the percentage of students eligible for free or reduced lunches had negative relationships. The percentage of staff holding master’s degrees or above and the relative wealth of the school districts had positive relationships.  相似文献   

15.
This paper explores the factors that determine the student evaluation of teachers. Unlike many previous studies, the effect of potential biases on global ratings is examined in the context of teaching behaviour (that should in fact--in contrast to the potential biases--have an influence on global ratings). Our research takes into account that biases like the students' interest in the subject or their liking for the teacher may be a result of good teaching behaviour and may not be considered a mere bias of student ratings. Furthermore, it also concentrates on the students' attitudes towards evaluating their teachers. The empirical results are based on qualitative interviews with 40 students at Austrian commercial colleges and on a quantitative survey of 2,121 students who were asked to evaluate their Accounting teachers. Structural equation models show that the students' global ratings of teachers mainly depend on their teaching behaviour. However, global ratings are also affected by the students' attitudes towards evaluating their teachers, as well as by the students' liking for their teacher and their interest in the subject of Accounting.  相似文献   

16.
While over one hundred studies have been conducted at both the institutional and national levels to determine if male and female faculty receive different levels of pay, there are very few published studies that have addressed similar gender equity concerns for other groups of academic employees. This research illustrates ways in which gender equity studies can be performed on noninstructional employees such as operating staff (OS) and professional/administrative staff (PAS) in higher education. The article addresses the selection of variables for inclusion in the multiple regression model, the alternative approaches for measuring the unexplained wage gap, and the methods that could be utilized for adjusting women's salaries when inequities are found to exist. To illustrate these concepts, data on the operating and professional/administrative staff at one institution are analyzed. It is found that experience and market differences account for about eighty percent of the pay difference between male and female professional/administrative staff and half of the pay difference for operating staff, and that the cost of adjusting women's salaries varies significantly across methods.  相似文献   

17.
This study investigates a sequence of item response theory (IRT) true score equatings based on various scale transformation approaches and evaluates equating accuracy and consistency over time. The results show that the biases and sample variances for the IRT true score equating (both direct and indirect) are quite small (except for the mean/sigma method). The biases and sample variances for the equating functions based on the characteristic curve methods and concurrent calibrations for adjacent forms are smaller than the biases and variances for the equating functions based on the moment methods. In addition, the IRT true score equating is also compared to the chained equipercentile equating, and we observe that the sample variances for the chained equipercentile equating are much smaller than the variances for the IRT true score equating with an exception at the low scores.  相似文献   

18.
印象管理研究已经渗透到社会心理学研究的各个领域。对影响印象管理因素的阐述也众说纷纭。该文基于印象管理过程五个组成部分：印象管理动机、印象构建、自我呈现行为、印象评估及反馈调节、印象监督,对影响印象管理过程五个组成部分的因素进行了重新梳理。  相似文献   

19.
To professionalise teaching in universities, certificated teaching programmes for academics are increasingly widespread and often mandatory for new lecturers. Evaluations of impact have escalated in the past decade. Existing studies show mixed results but few consider the differential effects on individuals over the longer term. This study examines narratives of course participants a number of years following completion to understand how lecturers made sense of formal teaching development. Powerful outcomes materialise for some individuals, highly focused by personal reference frames and career experiences. Findings are related to wider studies of teacher growth and individual orientations to teaching professional development.  相似文献   

20.
We interviewed special educators (a) whose students with disabilities (SWDs) were proficient on the 2008 general education assessment but were assigned to the 2009 alternate assessment based on modified achievement standards (AA‐MAS), and (b) whose students with mild disabilities took the 2008 alternate assessment based on alternate achievement standards (AA‐AAS) and then the 2009 AA‐MAS. We explored teachers’ rationales for test‐type assignment, student characteristics, and quality of instruction to determine the test‐type decisions’ appropriateness. All teachers based their decisions on combinations of factors in the guidelines plus subjective and noninstructional factors. Findings raised concerns about the subjectivity of the assessment assignment system and the inappropriate grade‐level instruction for SWDs. Future research, implications of these findings, and limitations are discussed.  相似文献   

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