Engaging associates and unleashing productivity: The case for Simplified GainSharing     

Pat Kelley  Ronald W. Hounsell 《Performance Improvement》2007,46(2):30-34

Simplified GainSharing is a blue‐collar incentive plan that is geared to a distribution center (DC) environment and is based on sliding scales with no caps. It has returned millions of dollars over the years in increased performance in every DC that has used it. This article illustrates the easy techniques that will make the execution of pay‐for‐performance plans significantly more successful. When the principles discussed here are properly applied, any workforce can come alive with profitability. The material in this article is paraphrased from our book, Warehouse Productivity, published in 2005 by Alexander Communications Group.  相似文献   

Language Policy and Economics: The Language Question in Africa,by Kamwangamalu,N. M.     

Kelley Riffenburgh 《Journal of Language, Identity & Education》2018,17(4):270-272

  相似文献   

Reviewing criminal justice baccalaureate curricula: The importance of student input     

Thomas M. Kelley 《Journal of Criminal Justice Education》2013,24(2):219-237

While criminal justice undergraduate enrollments continue to burgeon, rarely do criminal justice departments conduct comprehensive surveys of their majors as part of the baccalaureate curriculum review process. This paper describes one such survey completed by 238 criminal justice majors at Wayne State University in Detroit. Major survey findings are presented along with their implications for student and faculty diversity, curriculum design, teaching and grading methods, student advising, and department administration.  相似文献   

Facing Disaster: A Tale of Two Colleges,One System,and Their Response to Hurricane Katrina     

Kelley Rhoe Collins  Robert Savage  William Wainwright 《Community College Journal of Research & Practice》2013,37(3):184-202

This article presents three situations (a community college, a technical college, and a state system) and describes the responses to substantial hurricane storm damages sustained by the physical infrastructure in each case. A disaster readiness checklist is provided.  相似文献   

Teachers' attitudes towards adolescent sexuality and life skills education in rural South Africa     

Kelley Alison Smith  Abigail Harrison 《Sex education》2013,13(1):68-81

This study investigated the attitudes of 43 teachers and school administrators towards sex education, young people's sexuality and their communities in 19 secondary schools in rural KwaZulu-Natal, South Africa, and how these attitudes affect school-based HIV prevention and sex education. In interviews, teachers expressed judgemental attitudes towards young people's sexuality and pregnant students, and focused on girls' perceived irresponsible behaviour instead of strategies to minimise HIV risk. Despite general awareness of the HIV epidemic, few teachers perceived it as an immediate threat, and teachers' own HIV risk was infrequently acknowledged. Teachers perceived themselves to have higher personal standards and moral authority than members of the communities and schools they served. Male administrators' authority to determine school policies and teachers' attitudes towards sexuality fundamentally affect the content and delivery of school-based sexuality education and HIV prevention activities. Opportunities to create a supportive educational environment for students and for female teachers are frequently missed. Improving teachers' efficacy to deliver impartial, non-judgemental and accurate information about sex and HIV is essential, as are efforts to acknowledge and address their own HIV risks.  相似文献   

An Examination of Personal/Situational Variables,Stress Appraisal,and Burnout in Collegiate Teacher-Coaches     

Betty C. Kelley Ph.D.  Diane L. Gill 《Research quarterly for exercise and sport》2013,84(1):94-102

Abstract

Following Smith's (1986) cognitive-affective model of stress and burnout in athletics, this investigation examined (a) the relationship of personal/situational variables (social support, gender, and years of experience) to stress appraisal and (b) the relationship of stress appraisal (perceived stress, coaching issues, and role conflict) to burnout. Male (n = 99) and female (n = 115) teacher-head basketball coaches from NCAA Division III and NAIA colleges completed established measures of burnout, perceived stress, teacher—coach role conflict, and social support and a measure of coaching issues developed for this study. Multivariate analyses supported the hypothesized relationships. Specifically, greater satisfaction with social support, less experience, and gender (females higher) were related to stress appraisal, and all stress appraisal variables were positively related to burnout. Contrary to previous studies, these teacher—coaches reported moderate to high levels of burnout.  相似文献   

Physical Activity Habits of African-American College Students     

George A. Kelley DA  Kristi Sharpe Kelley 《Research quarterly for exercise and sport》2013,84(3):207-212

  相似文献   

The Relationship of Self-Efficacy and Perceived Well-Being to Physical Activity and Stair Climbing in Older Adults     

Diane L. Gill PhD  Betty C. Kelley  Kathleen Williams  Jeffrey J. Martin 《Research quarterly for exercise and sport》2013,84(4):367-371

  相似文献   

Teachers’ content knowledge about oral language: measure development and evidence of initial validity     

Piasta  Shayne B.  Bridges  Mindy Sittner  Park  Somin  Nelson-Strouts  Kelley  Hikida  Michiko 《Reading and writing》2022,35(9):2131-2153

Reading and Writing - Efforts to improve classroom language practices and children’s language learning, as a means of supporting reading comprehension, may depend on teachers’ knowledge...  相似文献   

Using Online Education to Transition Teaching Assistants to Teacher Certification: Examining the Differences Between Teacher Education Programs     

Kelley Stricklin  Billie Tingle 《The American journal of distance education》2016,30(3):192-202

Elementary education teacher candidates who studied under two delivery methods—online and face to face—were compared to determine if there was a significant difference in professional knowledge and skills using Praxis II test scores. The participants included 60 teaching assistant program (TAP) online candidates and 564 face-to-face candidates. The two groups’ perceptions of self-efficacy were also compared. Results indicated a significant difference in professional knowledge based on Praxis II test scores and no significant difference in perceptions of self-efficacy. Although both groups felt confident in their teaching abilities, the traditional candidates outperformed TAP candidates on Praxis II. However, in the ancillary findings of this study, 41.6% of traditional candidates were admitted to the teacher education program with a Praxis I exemption, whereas only 23.4% of TAP candidates were exempt from the requirement. This suggests that traditional candidates entered the program at a more advanced level than the TAP candidates, possibly explaining the significant difference in the finding of the Praxis II test scores.  相似文献