Building actionable knowledge for individuals and organisations     

Kath Aspinwall  Cheryl Brook  Sue Smith 《Action Learning: Research and Practice》2014,11(2):198-200

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Integration of Electronic Communication in Higher Education: Contributions of Faculty Computer Self-Efficacy     

Leah Keino Kagima  Cheryl O. Hausafus   《The Internet and Higher Education》2000,2(4):221

How confident are college faculty to integrate technology in their teaching? This study examined relationships between faculty computer self-efficacy and integration of electronic communication when teaching. Faculty at a Research I land-grant university were mailed a self-report questionnaire yielding a 59 percent response rate. Over half used electronic communication in their courses, mostly for course-related announcements and deadlines, but least for synchronous communication. Computer self-efficacy scores differed on age, gender, college, integration, and computer experience. Low integrators and female faculty reported lower confidence in using computers. As universities offer courses with significant Web-presence, faculty development efforts need to increase self-efficacy by providing hands-on experiences in technologically supported environments.  相似文献   

Monstrous Ecology: John Steinbeck,Ecology, and American Cultural Politics     

Lloyd Willis 《Journal of American culture (Malden, Mass. : 2003)》2005,28(4):357-367

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Raising the Murinae Standard     

Cheryl A. Logan 《Metascience》2005,14(3):477-480

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Unintended Consequences of Perfiormance Assessment: Issues of Bias and Fairness     

Lloyd Bond 《Educational Measurement》1995,14(4):21-24

Have advances in testing historically had unexpected consequences? How have African Americans fared on recent performance assessments? How can fairness of performance assessments be ensured?  相似文献   

Going beyond the buzzword: what exactly is CRM?     

Lloyd Alan Fletcher 《Learned Publishing》2001,14(3):213-222

Customer Relationship Management (CRM) is a business strategy for improving profitability by focusing on customer needs and creating an attentive relationship with the customer. It involves a personalized and interactive approach for the entire customer lifecycle. Successful implementation of a CRM approach requires changes in organization structure, culture, and skills, as well as front‐ and back‐office information systems. CRM is a hot topic at the moment, and the marketplace of ‘CRM solutions’ is rife with confusing jargon, grandiose claims, and marketing hyperbole. This article attempts to explain what CRM actually is (and isn't), and provides some suggestions for how you should approach CRM for your business.  相似文献   

Campus strategies: Assessment of student academic achievement in an associate degree nursing program     

Cheryl Bruick-Sorge 《Assessment Update》1995,7(3):11-11

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Psychometric reevaluation of the scientific attitude inventory‐revised (SAI‐II)     

Michael J. Lichtenstein  Steven V. Owen  Cheryl L. Blalock  Yan Liu  Kacy A. Ramirez  Linda A. Pruski  Carolyn E. Marshall  Mary Anne Toepperwein 《科学教学研究杂志》2008,45(5):600-616

The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ² (321) = 646, p < .001; RMSEA = .061 (.90 CI = .054–.068); and CFI = .81]. The three factors were labeled “Science is About Understanding and Explaining” (13 items), “Science is Rigid” (6 items), and “I Want to Be a Scientist” (8 items). The α‐coefficients for these three factors ranged from 0.59 to 0.85. Whether these identified subscales are valid will require independent investigation. In this sample, and consistent with prior publications, the SAI‐II in its current form did not have satisfactory psychometric properties and cannot be recommended for further use. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 600–616, 2008  相似文献   

PHILOSOPHY AND THE TEACHER     

Ed. D. I. Lloyd 《Educational Philosophy and Theory》1979,11(1):62-64

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Race and Sex Differences and Their Implications for Educational and Occupational Equality*     

Lloyd G. Humphreys 《Educational theory》1976,26(2):135-146

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