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The purpose of this research was to provide data on what is actually happening in hiring practices in higher education to reflect affirmative action. It attempted to find out if there were qualified minority and female candidates available, if these candidates were seriously considered for employment, and whether they were actually hired. Data were collected from 191 institutions which has placed vacancy notices in The Chronicle of Higher Education. While there are some limitations to the study, the findings indicate that there are qualified minority and female candidates available. Further, in terms of percentages employed, members of minority groups are making progess toward employment and females are making even greater progress. White males, however, are not “closed out” in the hiring process. Therefore, it would appear that hiring practices in higher education are reflecting affirmative action. 相似文献
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The increasing use of computer-based instruction in performance improvement/HRD is accompanied by a growing need for guidelines directing its effective design and use. Current CBI research has limitations that have not been addressed. Research deficiencies include a limited number of studies in many areas, contradictory findings, and questionable generalizability to adults in the workplace due to an almost exclusive use of college age and younger students as research subjects. This article examines principles of CBI design found in the performance improvement/HRD literature and their applicability to adults in the workplace. Five major areas are discussed: learner control, feedback, screen design, use of group methods, and computer anxiety. CBI designers are urged to be cautious in adopting current research guidelines. Further research on CBI for adults in the workplace is urged. 相似文献
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This study reports on development and concurrent validation of a competency instrument to identify potential leaders in a mid‐size chemical company. Four competencies were identified: courageous problem solving, perceived energy, networking, and perceived motivation. Four different comparison groups were examined in logistic regression analyses. The instrument demonstrated promising validity. 相似文献
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Elwood F. Holton III 《Performance Improvement Quarterly》1999,12(3):95-118
Performance is a multi-dimensional but poorly defined construct. An extensive review of performance models in other fields revealed the need for a performance model that is parsimonious, sitxiationally adaptable, embraces multiple organizational types, embraces multiple organizational measures, and fits any performance system. An integrated taxonomy of performance domains is developed which incorporates performance outcomes and performance drivers to define more clearly appropriate performance domains for human resource development and performance improvement practice. An extensive research agenda is proposed based on the new model. 相似文献
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Elwood F. Holton Richard A. Swanson Sharon S. Naquin 《Performance Improvement Quarterly》2001,14(1):118-143
The andragogical model has stood for many years as a central model of adult learning. The purpose of this article is to offer a fresh look at certain aspects of andragogy that are important for performance improvement professionals as well as other adult educators. More specifically, the objectives are to clarify the current state of the andragogical principles, address certain key issues in using andragogy in practice, and offer a clearer framework for adapting andragogy to different practice conditions. An expanded model, Andragogy in Practice, is offered that more explicitly accounts for factors that must be considered in shaping andragogy to fit the learning situation. An analysis framework called andragogical learner analysis is also offered to utilize the andragogy model in practice during needs assessment and curriculum development. 相似文献
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Avram Bornstein Sophine Charles Jannette Domingo Carmen Solis 《Journal of Criminal Justice Education》2013,24(2):174-204
This research describes and assesses Critical Race Theory (CRT) pedagogy in a higher education ethnic studies course for police officers. CRT pedagogy aims to help students overcome “color-blind” thinking, which minimizes awareness of racism, by raising their critical understanding of racism and framing it as a pervasive and institutionalized reality that everyone has a responsibility to change. Using the Color Blind Racial Awareness (COBRA) Scale, critical awareness in three cluster areas, white privilege, institutional discrimination, and blatant racism, is measured among those completing the ethnic studies course and a comparison group of officers completing a different college course for police. Conclusions reflect on the impact of the course on students’ awareness of racism, the correlation of identity and awareness of racism, the hypothetical impact of such awareness in policing and possibilities for future research. 相似文献
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Jannette Elwood 《Educational Research and Evaluation》2013,19(4):321-344
This article discusses the particular consequences for equity issues in testing and evaluation with the inclusion of performance assessment components in public examinations. The article outlines the relative contribution that examination components make, especially teacher-assessed coursework, to gender-related differences in performance. Since the introduction of coursework in 1988 into mainstream examining in the UK, via the General Certificate of Secondary Education (GCSE), it has been generally welcomed as an effective motivator of pupils and has enhanced performance. However, since 1994, we have seen a considerable reduction in the amount of coursework available within the GCSE syllabuses. This has had major implications for how this type of assessment is seen within the examination system. There is also a widespread perception that while teacher-assessed coursework generally favours pupils, it actually favours girls more than boys in terms of better (GCSE) performance. The research presented in this article investigates this issue further. Two factors are considered: The extent to which examination components in reality operate as intended and whether coursework does contribute disproportionately to girls’ final grades. Both these factors have implications for the consequential and differential validity of these examinations. 相似文献
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W. Robinson Crosby Maynard Matteson Robert Stafford William C. Farlow Lyle E. Grooters Irving L. Maranz Chester C. Sutton Ronald Ashby Pat Ryan Jack Fruman William E. Crosby Elwood H. Beaver W. E. Mellown Frank Manzi William H. Allen 《Educational technology research and development : ETR & D》1966,14(2):273-281
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The connection between phonological,syntactic and semantic skills and children’s reading and spelling 总被引：1，自引：0，他引：1
Lúcia Lins Browne Rego Peter Elwood Bryant 《European Journal of Psychology of Education - EJPE》1993,8(3):235-246
In recent years two radically different views have dominated discussions about the way in which children learn to read and write. The first view is that the crucial hurdle in learning to read is the discovery of how to do the correct phonological analysis. The second view is that the crucial factor is the use of context, and that children use what they know about the meaning — and particularly the semantics and the syntax — of the passages that they are reading to help them decipher and learn about difficult written words. Learning to read is ‘a psycholinguistic guessing game’ according to this view and children set about it in much the same way as they set about learning to speak. Thus according to the first view children’s semantic and syntactic skills will determine their progress in reading and according to the second it will be their phonological skills. We present longitudinal evidence about a group of children in their first year at school which shows that both kinds of skill do play a part, but that they make entirely different contributions. Semantic and syntactic skills determine how well children make use of the context of what they are reading. Phonological skills affect their use of letter-sound relationships. 相似文献