Organizational culture and effectiveness in two-year colleges   总被引：2，自引：0，他引：2  

John C. Smart  Russell E. Hamm 《Research in higher education》1993,34(1):95-106

The central purpose of this study is to determine the extent to which the effectiveness of a nationally representative sample of two-year colleges differs in terms of their dominant type of organizational culture. The findings demonstrate wide differences in the effectiveness of two-year colleges that exhibit the traits of clan, adhocracy, hierarchy, and market cultures, and the differences are consistent with their conceptual rationale. The research, policy, and practical implications of the findings in terms of our efforts to understand and improve the management and institutional performance of two-year colleges are discussed.Presented at the Association for Institutional Research Annual Forum, Atlanta, Georgia, May 10–13, 1992.  相似文献   

Different teacher-level effectiveness estimates,different results: inter-model concordance across six generalized value-added models (VAMs)     

Edward Sloat  Audrey Amrein-Beardsley  Jessica Holloway 《Educational Assessment, Evaluation and Accountability》2018,30(4):367-397

In this study, researchers compared the concordance of teacher-level effectiveness ratings derived via six common generalized value-added model (VAM) approaches including a (1) student growth percentile (SGP) model, (2) value-added linear regression model (VALRM), (3) value-added hierarchical linear model (VAHLM), (4) simple difference (gain) score model, (5) rubric-based performance level (growth) model, and (6) simple criterion (percent passing) model. The study sample included fourth to sixth grade teachers employed in a large, suburban school district who taught the same sets of students, at the same time, and for whom a consistent set of achievement measures and background variables were available. Findings indicate that ratings significantly and substantively differed depending upon the methodological approach used. Findings, accordingly, bring into question the validity of the inferences based on such estimates, especially when high-stakes decisions are made about teachers as based on estimates measured via different, albeit popular methods across different school districts and states.  相似文献   

Teacher–Child Interactions in Early Head Start Classrooms: Associations With Teacher Characteristics     

Sherri Castle  Amy C. Williamson  Emisha Young  Jessica Stubblefield  Deborah Laurin  Nicole Pearce 《Early education and development》2016,27(2):259-274

ABSTRACT

Research Findings: The current study examined characteristics of 71 Early Head Start lead teachers in relation to classroom interactions with infants and toddlers. Measured teacher characteristics included education, years of experience, beliefs about child rearing, depressive symptoms, and the temperamental characteristics of positivity and frustration. Teacher–child interactions were measured using the Classroom Assessment Scoring System, Toddler Version (La Paro, Hamre, & Pianta, 2012). Results indicated that field of degree was directly associated with the majority of dimensions of teacher–child interactions. Examination of teachers’ years of experience and intrapersonal characteristics revealed a number of significant interactions, indicating that teacher experience and appropriate beliefs may serve as protective factors in the presence of psychosocial risk factors. Practice or Policy: Overall, our findings suggest that both early childhood education degrees and years of experience are directly or indirectly associated with multiple dimensions of teacher–child interactions, confirming that these patterns established for preschool teachers hold for teachers of infants and toddlers. These results also suggest that years of experience and progressive beliefs about children may be especially important for teachers who are depressed or who have low levels of positivity and high levels of frustration. Implications for future research, as well as preservice and in-service professional development, are discussed.  相似文献   

Child abuse screening: Implications of the limited predictive power of abuse discriminants from a controlled family study of pediatric social illness     

Jessica H. Daniel Ph.D. 《Child abuse & neglect》1978,2(4):247-259

The predictive value of a child abuse screening instrument on unselected populations is illustrated for varying hypothesized levels of child abuse prevalence in order to demonstrate outcome of a hypothetical national screening program. At any level of application, the prediction of false positives and false negatives suggests a low practical utility for an unacceptably high social cost.  相似文献   

What does it look like and what can it do? Category structure influences how infants categorize     

Horst JS  Oakes LM  Madole KL 《Child development》2005,76(3):614-631

Despite a large body of research demonstrating the kinds of categories to which infants respond, few studies have directly assessed how infants' categorization unfolds over time. Four experiments used a visual familiarization task to evaluate 10-month-old infants' (N = 98) learning of exemplars characterized by commonalities in appearance or function. When learning exemplars with a common function, infants initially responded to the common feature, apparently forming a category, and only learned the individual features with more extensive familiarization. When learning exemplars with a common appearance, infants initially learned the individual features and apparently only formed a category with more extensive familiarization. The results are discussed in terms of models of category learning.  相似文献   

Preschool children's reasoning about ability   总被引：3，自引：0，他引：3  

Heyman GD  Gee CL  Giles JW 《Child development》2003,74(2):516-534

Young children's reasoning about ability was investigated among 155 preschoolers (M = 4 years, 10 months) across 3 studies. Results suggest that preschoolers are sensitive to mental state information when making judgments about another child's ability: They judged a child who finds a task easy to be smarter than one who finds the same task hard. Systematic patterns of errors on recall tasks suggest that preschoolers perceive positive correlations between (a) exerting effort and experiencing academic success, and (b) being nice and having high academic ability. Results from a comparison group of forty 9- to 10-year-olds (M = 9 years, 10 months) suggest that the preschool findings generally reflect emerging patterns of reasoning about ability that persist into later childhood, but that the perceived correlations between high effort and academic outcomes and between social and academic traits diminish with age.  相似文献   

Whose STEM? Disrupting the Gender Crisis Within STEM     

Jessica Heybach 《Educational Studies A Journal of the American Educational Studies Association》2017,53(6):614-627

This article challenges implicit understandings of scientific inquiry and gender within contemporary responses to the underrepresentation of women in science, technology, engineering, and mathematics (STEM). Failing to recognize the gendered history of science, and thus STEM disciplines, we argue that much research and curricular interventions are overly invested in simply providing women institutional access to or creating feminized environments within STEM. Such shortsighted analyses lead to processes we term gender washing and painting pink, both of which diminish the possibilities for meaningful engagement with gendered ontologies within scientific inquiry. Working from important and diverse strands of feminist theory, we suggest that serious considerations of women and STEM must include a framework that critically engages the entanglement of gender and science. We conclude that a focused and intentional analysis of gender and scientific inquiry, that opposes constructions of STEM as fixed entities to simply be imparted or made accessible to women, has important implications for understanding science as a (post) human endeavor.  相似文献   

The protective role of teacher–student relationships against peer victimization and psychosocial distress          下载免费PDF全文

Michael L. Sulkowski  Jessica Simmons 《Psychology in the schools》2018,55(2):137-150

This study examined whether teacher–student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school‐aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher–student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher–student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher–student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher–student relationships might be an effective way to reduce peer victimization as well as its negative effects.  相似文献   

Translating dyslexia across species     

Lisa A. Gabel  Monica Manglani  Nicholas Escalona  Jessica Cysner  Rachel Hamilton  Jeffrey Pfaffmann  Evelyn Johnson 《Annals of dyslexia》2016,66(3):319-336

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Electronic commerce and free speech     

Jessica Litman 《Ethics and Information Technology》1999,1(3):213-225

For commercial purveyors of digital speech, information and entertainment, the biggest threat posed by the Internet isn't the threat of piracy, but the threat posed by free speech -- speech that doesn't cost any money. Free speech has the potential to squeeze out expensive speech. A glut of high quality free stuff has the potential to run companies in the business of selling speech out of business. We haven't had to worry about this before, because speaking in a meaningful way to a large audience was expensive, and people couldn't afford to do serious mass speaking for free for very long. The Internet has made it much cheaper. It doesn't take much to give out information to the whole world, every day, for free, for years. And people do. If we are trying to increase the abundant dissemination of information, free speech is good. If we are trying to increase commerce in information, free speech is arguably bad, in that it competes with pay speech. Information merchants would obviously prefer that the only speech in the marketplace be pay speech. In the past two years, commercial content owners have scored significant progress in herding free speakers off the Net. There's an important synergy between persuading the government to give your industry some friendly new laws or regulations, and using new and old legal tools to make life more difficult or expensive for inconvenient competitors who aren't necessarily doing anything illegal. Recently, businesses have been able to combine the two strategies to make the Internet a much safer place to sell speech, by making the Internet a less friendly, more dangerous place to give away speech for free.  相似文献