EFFECTS OF ADMINISTERING THE METROPOLITAN READINESS TEST IN ENGLISH AND SPANISH TO SPANISH-SPEAKING SCHOOL ENTRANTS12     

O. L. Davis  Carl R. Personke 《Journal of Educational Measurement》1968,5(3):231-234

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Enhancing quality with a research-based student feedback instrument: a comparison of veterinary students’ learning experiences in two culturally different European universities     

Mirja Ruohoniemi  Monica Forni  Johanna Mikkonen  Anna Parpala 《Quality in Higher Education》2017,23(3):249-263

This paper explores the value of a research-based student inventory from the quality assurance point of view in two culturally different European higher education institutions for veterinary education. Perceived heavy workload is a well-known problem in veterinary studies and is a challenge to the quality of learning. First- and third-year students in both institutions responded to an inventory consisting of items regarding their approaches to learning, self-efficacy, study workload and the teaching-learning environment. There were differences in students’ approaches to learning and perceived workload between the two institutions. In both contexts, the strongest predictor of the workload turned out to be the surface approach to learning. Self-efficacy showed a positive correlation with the deep approach to learning and organised studying. The strengths of the teaching-learning environment varied between the institutions. Moreover, the present study discusses how the gained information could be used in improving the teaching-learning environment and students’ learning.  相似文献   

Teacher Evaluation, Leadership and Learning Organizations   总被引：1，自引：0，他引：1  

Douglas R. Davis  Chad D. Ellett  Joyce Annunziata 《Journal of Personnel Evaluation in Education》2002,16(4):287-301

This article presents the argument that meaningful teacher evaluation in schools can be an important catalyst for organizational learning and school improvement when it is linked to broader conceptions of leadership in schools. A state-of-the-art teacher evaluation, assessment and professional growth system is described and the manner in which this system is linked to leadership density, organizational learning, and school improvement is detailed. Findings from two contrasting case studies of schools implementing this new system are presented and implications of the findings for linking teacher evaluation systems, newer conceptions of school leadership, and school improvement are described.  相似文献   

School experience,relational justice and legitimation of institutional     

Maria Gouveia-Pereira  Jorge Vala  Augusto Palmonari  Monica Rubini 《European Journal of Psychology of Education - EJPE》2003,18(3):309-325

This study analysis the relationship between perceptions of the justice of teacher’ behaviour and (a) the legitimation of school authority and (b) the legitimation of institutional authorities outside school. 448 adolescent students participated in the study. In questionnaire participants were asked about (a) perceptions of the justice of teachers’ behaviour; (b) evaluation of the school experience; and (c) evaluation of institutional authorities. Results show that the evaluation of the justice of teacher behaviour, in particular relational and procedural justice, have an impact on the legitimation of the authority of teachers and on the evaluation of institutional authorities outside school. Results also show that the legitimacy granted to teachers is a mediator variable between perceptions of justice in school and evaluation of authorities outside school. These results are discussed in the context of the studies on the relationship between school experience and adolescents attitudes towards authorities, and in the framework of the “Relational Model of Authority” and of the “Group Value Model”.  相似文献   

Device Comparability of Tablets and Computers for Assessment Purposes     

Laurie Laughlin Davis  Xiaojing Kong  Yuanyuan McBride  Kristin M. Morrison 《教育实用测度》2017,30(1):16-26

The definition of what it means to take a test online continues to evolve with the inclusion of a broader range of item types and a wide array of devices used by students to access test content. To assure the validity and reliability of test scores for all students, device comparability research should be conducted to evaluate the impact of testing device on student test performance. The current study looked at the comparability of test scores across tablets and computers for high school students in three commonly assessed content areas and for a variety of different item types. Results indicate no statistically significant differences across device type for any content area or item type. Student survey results suggest that students may have a preference for taking tests on devices with which they have more experience, but that even limited exposure to tablets in this study increased positive responses for testing on tablets.  相似文献   

Discrimination of the number three by a raccoon (Procyon lotor)     

Hank Davis 《Learning & behavior》1984,12(4):409-413

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Co-evolution of physical and social technologies in clinical practice: The case of HIV treatments     

Monica Merito  Andrea Bonaccorsi 《Research Policy》2007,36(7):1070-1087

In this paper, we investigate the interplay of clinical knowledge and technological capabilities in the recent development of HIV/AIDS treatments and offer qualitative and quantitative evidence from the empirical setting of Italian practice. The study contributes to the literature on the co-evolution of physical and social technologies in medical innovation by showing how professional guidelines, systematic evaluative research and local coordination mechanisms contribute actively to the resolution of the uncertainty that surrounds technological advances, while leaving room for largely discretional therapeutic choices. The resulting variety in implementation strategies improves health outcomes, but may reduce productive efficiency.  相似文献   

Essential Skills for Corporate and Special Librarians     

Rebecca Davis 《图书馆管理杂志》2020,60(7):762-783

Abstract

Library science programs must be responsive to the wide variety of workplace needs to ensure that graduating students are prepared with appropriate knowledge and skills regardless of where their career path brings them, and to do so they must understand the various needs and expectations of the field. Through a nationwide study of over 2,000 current professionals and LIS faculty, this study examines the knowledge, skills, and abilities identified as core for special and corporate librarians. The results help establish a baseline of skills for corporate and special librarians, which will be of interest to current and emerging professionals interested in a career in these settings and could have implications for LIS education.  相似文献   

Individual, family, and neighborhood factors distinguish resilient from non-resilient maltreated children: a cumulative stressors model   总被引：2，自引：0，他引：2  

Jaffee SR  Caspi A  Moffitt TE  Polo-Tomás M  Taylor A 《Child abuse & neglect》2007,31(3):231-253

OBJECTIVE: Children who are physically maltreated are at risk of a range of adverse outcomes in childhood and adulthood, but some children who are maltreated manage to function well despite their history of adversity. Which individual, family, and neighborhood characteristics distinguish resilient from non-resilient maltreated children? Do children's individual strengths promote resilience even when children are exposed to multiple family and neighborhood stressors (cumulative stressors model)? METHODS: Data were from the Environmental Risk Longitudinal Study which describes a nationally representative sample of 1,116 twin pairs and their families. Families were home-visited when the twins were 5 and 7 years old, and teachers provided information about children's behavior at school. Interviewers rated the likelihood that children had been maltreated based on mothers' reports of harm to the child and child welfare involvement with the family. RESULTS: Resilient children were those who engaged in normative levels of antisocial behavior despite having been maltreated. Boys (but not girls) who had above-average intelligence and whose parents had relatively few symptoms of antisocial personality were more likely to be resilient versus non-resilient to maltreatment. Children whose parents had substance use problems and who lived in relatively high crime neighborhoods that were low on social cohesion and informal social control were less likely to be resilient versus non-resilient to maltreatment. Consistent with a cumulative stressors model of children's adaptation, individual strengths distinguished resilient from non-resilient children under conditions of low, but not high, family and neighborhood stress. CONCLUSION: These findings suggest that for children residing in multi-problem families, personal resources may not be sufficient to promote their adaptive functioning.  相似文献   

Editorial Statement     

Monica Taylor  Emily J. Klein 《The Educational forum》2019,83(1):1-3

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