No strings attached how the gaming and hospitality industry uses mobile devices to engineer performance     

Diane M. Gayeski  Michael J. Petrillose 《Performance Improvement》2005,44(2):25-31

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Becoming Qualitative Researchers: A Collaborative Approach to Faculty Development     

Ron W. Wilhelm  Madge T. Craig  Rebecca J. Glover  Diane D. Allen  Jane B. Huffman 《Innovative Higher Education》2000,24(4):265-278

Five junior scholars, representing two departments and four program areas in the College of Education at the University of North Texas, committed themselves to a long-term, systematic, research-based learning program in order to further their knowledge and skills as qualitative researchers. In this essay, this community of learners describes their collaborative efforts to develop more effective skills in one method of qualitative research, in-depth, oral history interviewing. Through their cross-discipline, research-based, faculty development model, the authors offer helpful direction to other higher education faculty who seek to improve their ability to conduct and also to guide students in qualitative investigations.  相似文献   

Measuring the Language Demands of Mathematics Tests: The case of the statutory tests for 11-year-olds in England and Wales     

Diane Shorrocks-Taylor  Melanie Hargreaves 《Assessment in Education: Principles, Policy & Practice》2000,7(1):39-60

The study reported here investigates various methods for measuring the readability of the language of mathematics test questions used in the national testing programme for 11-year-olds in England and Wales. It is argued that the language used in the questions has a direct influence on test validity. It explores the use of Kane's Formula II and other selected formulae: Dale-Chall, Flesch, FOG and Fry's adaptation of his 1977 formula. These outcomes are compared with an assessment of the reading difficulty of the questions as judged by experienced primary mathematics teachers. The results indicate high levels of agreement between all the formal measures used, but very little agreement between the formal measures and the judgements of teachers. Individual questions are analysed to highlight some of the discrepancies. The conclusion is that there is currently no satisfactory way of measuring the ease or difficulty of the language of mathematics test questions and that further research is urgently needed.  相似文献   

Individually responsive instruction: Sherman,Thomas M. The instructional design library,In Danny G Langdon (Ed.), (Vol. 17). Englewood Cliffs,NJ: Educational Technology Publications, 1978. 55pp., $9.95     

Diane Dormant  Barry William 《Performance Improvement》1980,19(3):32-32

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Health education for Somali Bantu refugees via home visits     

Eisenhauer ER  Mosher EC  Lamson KS  Wolf HA  Schwartz DG 《Health information and libraries journal》2012,29(2):152-161

Background: Somali Bantu refugees, with unique health information needs, created challenges for health and social service providers. Objectives: A service innovation was developed (i) to raise awareness, especially among local health and social service providers, about the Bantu refugees’ presence in the community, their culture, and their information needs and (ii) to deliver needed health information, emphasizing child health, to the Bantu mothers in their homes. Methods: The project consisted of: (i) a community conference targeting local health and social service providers, describing the refugees’ presence in the community, their culture, and information needs. (ii) Focus groups conducted with members of the Bantu population elicited additional information needs. (iii) Curriculum was developed based on identified needs, and (iv) the curriculum was delivered to the refugees in their homes. A clinical informationist and MP3 technology enhanced the project. Findings: Conference attendees’ evaluation responses indicated improved understanding of Bantu culture. Focus groups’ identification of health information needs provided a framework for the health education curriculum. A project website made educational materials available to other healthcare providers. Conclusions: The project raised awareness of the Bantus’ presence, culture, and information needs. Identification of other unmet needs demonstrated that additional support for refugees is required.  相似文献   

Views and reviews     

Diane Haney 《Performance Improvement》1969,8(7):6-9

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A culture of assessment: A bioecological systems approach for early and continuous assessment of deaf infants and children     

M. Diane Clark  Sharon Baker  Laurene Simms 《Psychology in the schools》2020,57(3):443-458

Even today, with all of the hearing technology and bilingual programs available, many Deaf children arrive at school with severe language delays. With a renewed focus on having Deaf children kindergarten-ready, assessment of language milestones becomes critical as seen in the campaign Child First and the legislation referred to as Language Equality & Acquisition for Deaf Kids (LEAD-K). Here, a strategy is proposed to ensure that Deaf children are kindergarten-ready. The focus is on a re-evaluation of the epistemologies of the social and individualized medical models of health, as well as Bronfenbrenner's bioecological systems approach, to assess all components that impact a Deaf child's ecology to permit maximizing their developmental potentials.  相似文献   

Supervisory techniques for positive performance     

Diane M. Kohl 《Early Childhood Education Journal》1989,17(1):16-18

Directors of early childhood programs wear many hats in the performance of their job responsibilities. One of the most important is that of providing leadership through effective supervision of staff. Promoting positive and helping relationships among the staff yields confident, motivated caregivers who want to provide quality care and education for young children.Diane M. Kohl is an Assistant Professor in the Department of Child and Family Development at the University of Georgia in Athens, GA.  相似文献   

“Don't leave me”: Separation distress in infants,toddlers, and parents     

Lisa J. Godwin  Melissa M. Groves  Diane M. Horm-Wingerd 《Early Childhood Education Journal》1993,20(3):13-17

Susan is ten months old. Her mother carries her into the child care center and sits her on the floor while she unpacks the diaper bag. Susan plays happily while her mother is in the room. When her mother tells her good-bye, Susan screams and crawls to the door after her.Lisa J. Godwin lives in Charlotte, NC. Melissa M. Groves is Assistant Professor, Child Development/Family Relations Program, Indiana University of Pennsylvania. Diane M. Horm-Wingerd is Assistant Professor, Department of Human Development, University of Rhode Island.  相似文献   

Nurturing Careers in Psychology: Combining Work and Family   总被引：3，自引：3，他引：0  

Diane F. Halpern 《Educational Psychology Review》2008,20(1):57-64

The academic workplace, with its requirements for achieving tenure within the first 6 years of employment, is designed in ways that discriminate against young faculty with family care responsibilities, most notably mothers. Mason and Goulden (Academe, http://www.aaup.org/publications/Academe/2002/02nd/02ndmas.htm, 2002, Academe, http://www.aaup.org/publications/Academe/2004/04nd/04ndmaso.htm, 2004) found that women faculty who have babies within the first 5 years following the receipt of their doctorate are less likely to earn tenure than women without babies or men in general. Women at research-intensive universities are twice as likely as their male colleagues to report that they had fewer children than they wanted. In addition, only one-third of women who begin their academic career at research-intensive institutions without children will become a mother. These inequities, sometimes called the “baby gap” or “motherhood penalty” make academic institutions difficult places for new faculty with family care responsibilities. Suggestions are provided to assist new faculty in successfully combining their work and family roles (e.g., establish gender equity in parenting and negotiate for family-friendly policies) and to senior faculty and administrators who want to nurture the careers of their younger colleagues (e.g., support the use of family-friendly policies on campus).  相似文献