Choices and Expectations at Primary and Secondary Stages in the State and Private Sectors     

Anne West  Philip Noden  Ann Edge  Miriam David  Jackie Davies 《Educational studies》1998,24(1):45-60

This paper examines a range of issues concerned with the process of choosing schools in the private and state sectors at the primary/pre‐preparatory stage and at the time of transfer to secondary/senior school. The findings indicate that choices about schools are made at different times and in different ways by parents who use the state and private sectors. One of the key findings is that the process of choosing a school begins earlier in the private than in the state sector; another is that quality of education is cited more frequently as one of the ‘top three’ essential factors by parents of children in the private sector. At both the primary and transfer to secondary stages, very high percentages of parents consider it essential that their child should be happy. A discussion of the different notions that private school and the state school parents may have of ‘happiness’ is offered.  相似文献   

Impact of Virtual Work Environment on Traditional Team Domains     

Gary D. Geroy  Jackie Hartman  Joel Olson 《Performance Improvement Quarterly》2002,15(3):11-42

An extensive literature review and a phenomenological heuristic case study examined a virtual work team to determine what were salient domains of the team and determine the effect the virtual work environment had upon these domains. The study determined that post‐modern philosophy and postindustrial society are linked to changes in the marketplace and the development of virtual work environments. Seven team domains were identified. The virtual work environment affects the communication domain of teams most strongly. This effect impacts the remaining domains. Decision processes were determined to be narrower and featured conformity. Effectiveness was shown to be diminished by the reduction of social facilitation and increase in social loafing. Leadership was affected by the change in the communication network from an all‐channel network to a wheel network. Relationship and trust were affected by erosion of trust. Roles changed with the team's reduced ability to resolve differences and execute detailed action. Purpose became more task‐oriented. Technology emerged in the study as the new virtual team domain. Factors involved in team members' satisfaction were related to personality, isolation, and team membership.  相似文献   

Electronic Communication Training: Reconciling Gaps Created by the Virtual Office     

Jackie L. Jankovich Hartman  Brenda K. Ogden  Gary D. Geroy 《Performance Improvement Quarterly》2001,14(1):11-25

The virtual organization is one result of the rapid advances of technology. These advances, however, bring about setbacks when communicating electronically—primarily a loss of face‐to‐face interaction. Yet interpersonal skills are still deemed one of the most desirable communication skills in today's workplace. A gap analysis of the traditional versus the virtual office reveals that voids exist when communicating solely electronically. Electronic communication training is essential in order to eliminate these voids and lessen the chance for unclear messages, enhance “faceless” interactions, and avoid communication overload. Therefore, it is incumbent upon educators and trainers to augment development programs with electronic communication training in order for employees to be prepared for the challenges of the virtual office.  相似文献   

Access arrangements for secondary students. Are they fit for purpose?     

Emily McGhee  Jackie Masterson 《Support for Learning》2022,37(2):244-262

The purpose of this study was to investigate Access Arrangements (AA) which allow students with specific learning difficulties (SpLDs), disabilities or medical needs to access assessments by making reasonable adjustments, as established by the Equality Act 2010. A review of the literature revealed some problematic issues relating to the perceived manageability of the system, assessments used to ascertain eligibility for AAs, the evidence-base for specific AAs, some training routes to become an assessor, and the lack of stakeholder voice in the process. The present study involved gathering information on views and experiences with AA by means of a survey with 513 UK educational professionals, in-depth interviews and a small-scale study involving pupils with reading difficulties. The results suggest that the system needs reviewing to make sure there is equitable provision for all those who need AA.  相似文献   

A critique of how technology adoption models are utilized     

Brent Wilson  Jackie Dobrovolny  May Lowry 《Performance Improvement》1999,38(5):24-29

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