Using importance‐performance analysis to evaluate training     

Jason M. Siniscalchi  Edward K. Beale  Ashley Fortuna 《Performance Improvement》2008,47(10):30-35

The importance‐performance analysis (IPA) is a tool that can provide timely and usable feedback to improve training. IPA measures the gaps between the importance and how “good” (performance) a class is perceived by a student and is presented on a 2x2 matrix. The quadrant in which data land in this matrix aids in determining potential future action. This article focuses on integrating IPA into Kirkpatrick's (1959) four‐level framework of evaluation. Examples and suggestions for improving training are discussed.  相似文献   

Critiquing state and gendered violence in the age of #MeToo     

Ashley Noel Mack 《Quarterly Journal of Speech》2018,104(3):329-344

  相似文献   

Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression,Stress, and Emotional Exhaustion     

Lieny Jeon  Cynthia K. Buettner  Ashley A. Grant 《Early education and development》2018,29(1):53-69

Research Findings: Early childhood teachers’ psychological well-being influences the nurturing and learning classroom climate in early care and education as well as children’s development. However, less is known about predictors of teachers’ psychological well-being in preschool. The purpose of this study was to explore associations between potential predictors of teachers’ psychological well-being—such as professional background, teaching efficacy, and work environment—and teachers’ self-perceived depression, stress, and emotional exhaustion after controlling for individual demographics. A total of 1,129 teachers serving preschool-age children (3- and 4-year-olds) in the United States participated in the study. Teachers responded to a questionnaire asking about their background, work environment, and social-emotional attributes. Multiple regression analysis revealed that levels of teachers’ self-efficacy and work environments are generally associated with their psychological well-being above and beyond their personal and professional backgrounds. Practice or Policy: The results of this study suggest that it is important to help teachers build teaching competence and efficacy and to prepare them to handle stressors from work environments in order to reduce their psychological burden. In addition, we suggest that positive work climates need to be created for teachers and children at the program level.  相似文献   

Designing for Critical,Relational, Practice-Immersed Teacher Preparation: Weaving Threads into Tapestry in a Critical Project-Based Literacy Partnership     

Elizabeth Dutro  Ashley Cartun  Kim Melnychenko  Ellie Haberl  Briana Pacheco Williams 《The New Educator》2018,14(3):252-269

As teacher educators located in K–12 and university contexts, we had experienced the often-highlighted disconnections between university teacher education and preservice apprenticeships in schools. Thus, calls for innovations in preparation programs aimed at deeper immersion in practice spoke to our desires to move literacy methods preparation into schools in ways that allowed teacher candidates, children, classroom teachers, and university instructors to be together in practice. A central goal of our work was to use our partnership as a path toward deeply intertwining practices of literacy teaching with critical lenses and pedagogies centered on justice. In this article, we situate our partnership in the landscape of research on practice-based teacher preparation and critical scholarship in teacher education. We describe our partnership, including its layers of contexts, relationships, and opportunities for critical, mediated practice, and our methods of studying our work over time. Our findings illustrate how the design of our partnership has afforded opportunities to (a) trace how critical ideas and practices thread across contexts of participants’ learning and (b) critically reframe problematic language, policies, and practices with novice teachers. We end by highlighting implications of our work for others invested in critical project-based partnerships.  相似文献   

The Wiley Handbook of School Choice,edited by Robert A. Fox and Nina K. Buchanan,John Wiley & Sons,Malden, MA, 2017, 554 pp., $195.00 (hardback)     

Ashley Berner 《Journal of School Choice》2018,12(1):152-153

  相似文献   

Sport team personality: It’s not all about winning!     

Ashley Stadler Blank  Joerg Koenigstorfer  Hans Baumgartner 《Sport Management Review》2018,21(2):114-132

As there is still no commonly accepted scale to measure the brand personality of sport teams, the purpose of this study was to develop and validate the Sport Team Personality Scale (STPS) in a professional sport context. The authors conducted a series of studies in the United States and United Kingdom with fans of the English Premier League, Major League Baseball, the National Basketball Association, the National Football League, and the National Hockey League. The STPS contains 18 items that load onto six factors: success, talent, entertainment, dedication, admiration, and care. The authors compared this new scale with existing sport team personality scales and used it to explore team identification and perceptual similarities and differences among teams. Results indicate that teams map along performance (i.e., success and talent) and character (i.e., admiration and care) factors and that the character factor is a more important source of team identification than the performance factor. Taken together, these results illustrate how the STPS can help sport managers position and differentiate teams within a league to improve marketing outcomes.  相似文献   

<Emphasis Type="Italic">DRD4</Emphasis> and <Emphasis Type="Italic">DAT1</Emphasis> VNTR Genotyping in Children with Attention Deficit Hyperactivity Disorder     

Ashley Stanley  K. Chavda  A. Subramanian  S. V. Prabhu  T. F. Ashavaid 《Indian journal of clinical biochemistry : IJCB》2017,32(2):239-242

The dopamine receptor-D4 and the dopamine transporter have been investigated for their role in attention deficit hyperactivity disorder (ADHD) in children. Reports of their genetic association with ADHD have shown mixed results. The aim of the study was to evaluate the association of variable number tandem repeats (VNTRs) of the DRD4 and DAT1 genes with ADHD in children. A pilot 1:1 case control study, with 44 clinically confirmed ADHD cases and 44 age/gender matched healthy controls, was conducted at a tertiary care centre in Mumbai. Variable number tandem repeats of DRD4 exon 3, DAT1 intron 8 and 3′UTR were genotyped by PCR-AGE. Several allele repeats of the genes were observed in the screened subjects. Statistical significance was observed for the 10R/10R genotype of the DAT1 3′UTR VNTR between cases and controls.  相似文献   

Addressing the big picture: Deaf children and reading assessments     

Ashley Greene-Woods  Natalie Delgado 《Psychology in the schools》2020,57(3):394-401

In the field of education, there is a great emphasis placed on literacy, from reading fluency to writing. There are various approaches that teachers can use in their classroom to design and identify needed areas of instruction, but these approaches do not always apply to Deaf Education. The act of using the same assessments throughout all student populations presents some potential issues, particularly the question of whether or not the students’ actual literacy abilities are being identified. The focus is to spotlight a frequently used approach for measuring reading fluency and present an alternative approach.  相似文献