Enhancing the Career Decision-Making Self-Efficacy of Upward Bound Students     

Karen M. O'Brien  Lynette Heim Bikos  Kimberly L. Epstein  Lisa Y. Flores  Rebecca D. Dukstein  Ngondi A. Kamatuka 《Journal of Career Development》2000,26(4):277-293

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Creating a mission statement for your work group: A guide for managers and supervisors     

Kimberly C. Ishoy  Paul D. Swan 《Performance Improvement》1992,31(10):11-15

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Social and behavioral differences among a predominantly African American preschool sample     

Sherry K. Bain  Kimberly A. Pelletier 《Psychology in the schools》1999,36(3):249-259

This study investigated the relationship between problem behaviors, including those associated with hyperactivity, and social skill deficits in a predominantly African American sample of preschool children. Specifically, 96 children, ages 3 through 5, were evaluated by their teachers using the Conners' Teacher Rating Scales‐28 (CTRS‐28), the ADHD Rating Scale, and the Social Skills Rating System (SSRS). Three cluster groups were identified based upon ratings on the CTRS‐28. Differences in specific SSRS Social Skill and Problem Behavior items among the three groups were identified. In addition, differential and concurrent validity for the AD/HD Rating Scale for the preschool age group was established. Implications of results regarding children at risk for school failure and drop‐out were discussed. © 1999 John Wiley & Sons, Inc.  相似文献   

An Activist Approach to Sport Meets Youth From Socially Vulnerable Backgrounds: Possible Learning Aspirations     

Carla Luguetti  Kimberly L. Oliver  Luiz Eduardo Pinto Basto Tourinho Dantas  David Kirk 《Research quarterly for exercise and sport》2017,88(1):60-71

Purpose: This study was a 2-phase activist research project aimed at co-creating a prototype pedagogical model for working with youth from socially vulnerable backgrounds in a sport context. This article addresses the learning aspirations (learning outcomes) that emerged when we created spaces for youth to develop strategies to manage the risks they face in their community. Method: This study took place in a socially and economically disadvantaged neighborhood in a Brazilian city where we worked with a group of 17 boys aged 13 to 15 years old, 4 coaches, a pedagogic coordinator, and a social worker. During a 6-month period, we collected multiple sources of data including field journal entries/observations (38) and audio records of youth work sessions (18), coaches' work sessions (16), combined coaches and youth work sessions (3), and meetings between the lead and the 2nd author for debriefing and planning sessions (36). Results: By using an activist approach, 4 learning aspirations emerged: becoming responsible/committed, learning from mistakes, valuing each other's knowledge, and communicating with others. Conclusion: Findings suggest there is a need for more sports programs that start from young people's concrete needs and life situations and look to create places for youth to see alternative possibilities and take action.  相似文献   

The theory of planned behavior: predicting physical activity in Mexican American children     

Martin JJ  Oliver K  McCaughtry N 《运动与训练心理学杂志》2007,29(2):225-238

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Athletes' evaluations of their head coach's coaching competency     

Myers ND  Feltz DL  Maier KS  Wolfe EW  Reckase MD 《Research quarterly for exercise and sport》2006,77(1):111-121

This study provided initial validity evidence for multidimensional measures of coaching competency derived from the Coaching Competency Scale (CCS). Data were collected from intercollegiate men's (n = 8) and women's (n = 13) soccer and women's ice hockey teams (n = 11). The total number of athletes was 585. Within teams, a multidimensional internal model was retained in which motivation, game strategy, technique, and character building comprised the dimensions of coaching competency. Some redundancy among the dimensions was observed. Internal reliabilities ranged from very good to excellent. Practical recommendations for the CCS are given in the Discussion section.  相似文献   

SABCO—An experiential learning project for introductory managerial accounting     

Jodi Olson  Kimberly Shannon 《Decision Sciences Journal of Innovative Education》2023,21(3):144-166

This teaching brief presents a capstone project designed to provide students with a contextual understanding of introductory management accounting theories through hands-on, experiential learning. It also exposes them to cross-disciplinary roles from operations management. Using this capstone approach, students quickly learn to prepare financial projections, either manually or in Microsoft Excel, to secure financing for their start-up business (Sand Art Brownie Company or SABCO) to produce and sell brownie mix during the holiday season. Students then assemble ingredients and create jars of brownie mix to gather the necessary data to evaluate initial projections and problem-solve for future production. This role play contextualizes the elements of direct and indirect labor, fixed and variable costs, and their impact on profit and borrowing. Postproduction reflection on the manufacturing activities and discussion of actual results of operations emphasizes the improvement and decision-making responsibilities in the management process. Feedback demonstrates that students find the exercise challenging and valuable and that it deepens their understanding of managerial accounting and its purpose in a company's management process.  相似文献   

An Examination of the Effects of Situational Constraints on Appraised Performance     

Kimberly A. Freeman 《Performance Improvement Quarterly》1996,9(3):65-79

Most workers are subject to factors in the work place that are beyond their power to control and that act to restrict their performances. Despite the uncontrollable nature of these ‘“situational constraints,” there is evidence that appraisals of work performance tend lo unfairly blame the worker for the shortfalls in performance that these constraints cause. The magnitude of this tendency may be unclear due to the ways in which constraints have been assessed in previous research. A lab study was conducted to obtain a better estimate of the magnitude of situational constraint “bias” using a relativistic rating method that factors out the influence of constraints from performance appraisals. The results indicated that this bias is considerably stronger than previous reports had indicated and may be the dominant source of unfairness in performance appraisals.  相似文献