Exploring Pandora's Box; The Impact of Diversity and Conflict on Work Group Performance     

Margaret A. Neale  Gregory B. Northcraft  Karen A. Jehn 《Performance Improvement Quarterly》1999,12(1):113-126

ABSTRACT : This paper describes a model that explores the critical roles of three group composition factors (social category diversity, value diversity, and informational diversity) and two moderating variables (task type and task interdependence) on work group performance and morale. The three types of diversity are proposed to exhibit both main effects and interaction effects (interacting both with each other and with task type and task interdependence) on work group performance and morale. Relationship and task conflict are proposed to mediate many of these effects. Empirical evidence for these relationships and their implications for those wishing to manage a diverse workforce are discussed.  相似文献   

havingproblems@cm.com: new ways to miss the point     

Mike Davis  Margaret E. Holt 《Innovative Higher Education》1998,22(4):311-327

The desire to establish international links between two departments of adult education and to experiment with new technologies led us to establish a listserv—a computer based community in cyberspace. This article describes the experience and attempts to articulate some of the problems that emerged. The main problem was the failure in developing a sense of community among the participants. This failure had its origins in some of the assumptions about groups in cyberspace and their similarity to groups in face to face settings.  相似文献   

Students' Reactions to the Introduction of Videoconferencing for Classroom Instruction     

Marjorie Armstrong-Stassen Margaret Landstrom Ramona Lumpkin 《The Information Society》1998,14(2):153-164

This study examined how students who had no prior experience with videoconferencing would react to the use of videoconferencing as an instructional medium. Students enrolled in seven different courses completed a questionnaire at the beginning of the semester and again at the end of the semester. Students at the origination and remote sites did not differ in their reactions toward videoconferencing but there was a significant difference for gender. Women reacted less favorably to videoconferencing. Compared to the beginning of the semester, students reported significantly less positive attitudes toward taking a course through videoconferencing at the end of the semester. There were no significant differences in students' attitudes toward videoconferencing across courses at the beginning of the semester but there were significant differences across the courses at the end of the semester. The results suggest the need for better preparation for both students and instructors.  相似文献   

Continuing Dental Education via an Interactive Video Network: course development,implementation and evaluation     

Lynn A. Johnson  Margaret C. Lohman  Jamie D. Sharp  T. Scott Krenz 《Learning, Media and Technology》2000,25(2):129-140

The University of Iowa College of Dentistry has expanded its continuing dental education (CDE) offerings to include distance learning on the Iowa Communications Network (ICN). The ICN is a statewide fiber optic network linking 550 sites that provides two‐way interactive audio and video communication. The first course was broadcast on January 30, 1998 to 10 receiving sites across Iowa and was attended by 68 people. The instructor controls what is seen and heard at the remote sites, but participants can enter the discussion by activating their microphones. Recognising that the first distance learning course needed to be successful, the College of Dentistry collaborated with the College of Education to create a highly interactive instructional program. In an evaluation, the participants were almost unanimous in their approval. Ninety‐eight percent said they would attend another course if offered on the ICN. A strong majority of the participants felt the quality of the program was very good and attendance at a site close to their home reduced the cost of their continuing education. Based on the lessons learned from this initial offering, the College of Dentistry plans to expand its distance learning activities to include interactive programs on the ICN and the World Wide Web  相似文献   

Writing and Role Play: A Case for Inclusion     

Margaret Cook 《Literacy》2000,34(2):74-78

Role play’s relationship to traditional classroom teaching activities is frequently seen as problematic, in much the same way that language learning outside school often has an unexamined relationship with the teaching of school literacy. The small exploratory study described here suggests that planning role play for specific generic purposes and introducing adults as equal players with strong modelling roles, greatly enhances children’s oral and written achievements, and that these can be further developed by introducing an additional teaching intervention. The study’s findings suggest that this kind of role play can be seen as a legitimate way of implementing some parts of the literacy hour, especially in writing, and as a valuable and assessable curriculum activity in its own right.  相似文献   

Towards an understanding of flow and other positive experience phenomena within outdoor and adventurous activities     

Margaret R. Boniface 《Journal of Adventure Education & Outdoor Learning》2000,1(1):55-68

In considering what draws people to become involved in adventurous activities, studies on flow suggest that people are motivated to participate because of the intrinsic feelings of enjoyment, well-being and personal competence that they experience. This paper explores the positive experience phenomena termed peak experience, peak performance and flow. Similar and distinctive characteristics are identified, and factors influencing the ability to experience such peak moments are considered. A state of flow, which appears to hold the most relevance for adventurous activities, is explored in greater detail and considered in the light of The Adventure Experience Paradigm. Csikszentmihalyi's flow models are outlined and examined with particular reference to perceived levels of challenge and skill. It is suggested that an insight into the nature and characteristics of such optimal experiences can contribute to our understanding of why adventurous activities are intrinsically motivating. Such an understanding can assist practitioners in enhancing the learning experiences and opportunities for development of each individual participant.  相似文献   

Standards and Professional Practice: The TTA and Initial Teacher Training   总被引：2，自引：0，他引：2  

Margaret Reynolds 《British Journal of Educational Studies》1999,47(3):247-260

This article examines the implications of the change from competences to standards for initial teacher training. It analyses the implicit interpretation of quality and standards of practice in Teacher Training Agency (TTA) documentation and compares it to that of the Management Charter Initiative in their new management standards. The TTA approach is challenged as incomplete.  相似文献   

Are We Meeting the Needs of Boys?     

Margaret King 《Early Childhood Education Journal》1999,27(1):41-43

  相似文献   

Book reviews     

Verne A. Stadtman  Boris Ford  Robert Berdahl  John D. Turner  Irving J. Spitzberg  Sylvia Shimmin  M. L. Shattock  Denis E. Ince  Michalina Vaughan  Keith Soothill  M. North  Paul Fordham  Charlotte Shea  M. G. de St. V. Atkins  Walter Little  S. Williams  J. M. M. Ritzen  Murray Aitkin  G. MacGregor-Reid  Colin Lyas  A. M. Ross  P. G. Altbach  Margaret C. Ives 《Higher Education》1980,9(1):105-125

  相似文献   

Lesson notes on the New Testament (2)     

Margaret Avery B.A. S.Th. 《British Journal of Religious Education》1941,8(4):148-154

  相似文献