Getting Better Faster: Accelerating Learning and Improvement     

Victor R. Dingus  Russell Justice 《Performance Improvement Quarterly》1993,6(3):28-34

Acquiring process knowledge and skills and transferring technology into and across the organization creates a distinctive competitive advantage. A world-class methodology that accelerates improvement is presented. This methodology is proven effective in manufacturing and service industries, various government agencies and educational institutions. The process of planning and accelerating improvement using an integrated, self-evident set of principles distinguishes between mediocrity and excellence. This approach through systematic application results in more depth and breadth of process learning and facilitates greater acceptance of new thinking and using the latest technology. Our findings through this approach demonstrate that a pathway to continuous improvement can be achieved; thus, unbounded performance levels exist. Since improvement is always a people business, the model also enables each person to attain a greater sense of accomplishment, to acquire skills and knowledge that serve our lives and achieve our goals with a greater sense of confidence and hope.  相似文献   

Criterion‐referenced test development: Technical and legal guidelines for corporate training and certification     

Sharon Shrock  William Coscarelli  James D. Russell 《Performance Improvement》2002,41(5):47-49

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Allow me to introduce: Walter dick     

James D. Russell 《Performance Improvement》2000,39(10):12-14

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Social-emotional competence trajectories from a school-based child trauma symptom intervention in a disadvantaged community     

Morica Hutchison  Beth S. Russell  Mackenzie N. Wink 《Psychology in the schools》2020,57(8):1257-1272

Childhood exposure to traumatic experiences and subsequent psychological symptoms increase the risk for lifelong behavioral and mental health problems, including depression diagnoses, reduced adaptive coping strategies, substance abuse, and early death, with negative impacts on children's social development and academic achievement. Social-emotional competence (SEC) is a key component of resilience to trauma exposure, and early deficits predict increased problem behaviors include delinquency and substance use. SEC is a protective factor that moderates the relationship between risks associated with trauma and subsequent outcomes. The current study used a longitudinal experimental design (treatment vs. comparison) to examine outcomes from a trauma-informed initiative in a disadvantaged community with high trauma exposure rates for K-8th grade students (n = 245). The intervention focused on bolstering children's social-emotional skills and resilience while reducing trauma symptoms and improving academic performance through multimodal programming. Hierarchical Linear Modeling indicated significant improvements in SEC from the intervention group, in contrast to the comparison group (B = 3.42, t = 3.04, p < .01), with gender effects indicating females see the greatest benefit (B = 3.52, t = 4.27, p < .01). Results indicated the significance of addressing SEC for children in disadvantaged communities, particularly those indicating a trauma history and resulting symptomology, as well as boys, who indicated reduced treatment effects.  相似文献   

Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades     

Russell Gersten  Rebecca Newman-Gonchar  Joseph Dimino  Madhavi Jayanthi 《Journal of research on educational effectiveness》2020,13(2):401-427

Abstract

This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading difficulties in Grades 1–3. We used random-effects meta-regression models with robust variance estimates to summarize overall effects and to explore potential moderator effects. Results from a total of 33 rigorous experimental and quasi-experimental studies conducted between 2002 and 2017 that met WWC evidence standards revealed a significant positive effect for reading interventions on reading outcomes, with a mean effect size of 0.39 (SE = .04, p < .001, 95% CI [0.32, 0.46]). Moderator analyses demonstrated that mean effects varied across outcome domains and areas of instruction.  相似文献   

Board roles in organisations with a dual board system: Empirical evidence from Taiwanese nonprofit sport organisations     

Chien Mu Yeh  Tracy Taylor  Russell Hoye 《Sport Management Review》2009,12(2):91-100

Research on the roles of the board of unitary board systems is well established, while explorations of dual board systems are very limited. We know little about nonprofit sport organisations board roles in countries such as Taiwan that operate with a dual board structure. In consequence, this study explored the roles taken by the board of directors and the board of supervisors in Taiwanese nonprofit sport organisations. Four overarching board of director roles were identified: manage vision and purpose; board duty; human resource and fundraising; and stakeholder focus. For the board of supervisors two primary functions emerged: monitoring results; and board duty and process. The findings of the study extend our understanding of the governance of nonprofit sport organisations and the differences that exist between dual board and single board systems of governance.  相似文献   

Gendered performances and identity construction among UK female soccer players and netballers: a comparative study     

Tracey J. Devonport  Kate Russell  Kath Leflay  Jennifer Conway 《Sport in Society》2019,22(7):1131-1147

This paper examines the gendered performances and identity construction of UK female University soccer players and netballers (n?=?31). Focus group interviews explored their sporting experiences with reference to body perceptions, and perceptions of their sporting bodies outside sporting contexts. Three themes resulted from data analysis, these being; (1) UK culture, body performances and femininity, (2) sporting culture, body performances and femininity and (3) transiency of body satisfaction across sport and non-sport contexts. Findings suggest that sport may not always provide an opportunity to challenge and resist dominant discourses. In both netball and soccer, a range of surveillance and management practices were used that served to perpetuate the value of a ‘feminine’ and assumed heterosexual body, and legitimize their sport participation through an emphasis on a hyper-femininity. The influence of sport subcultures on gendered performances and identity construction, along with implications for marketing sports participation to women are discussed.  相似文献   

Decision boundaries and receiver operating characteristic curves: new methods for determining accelerometer cutpoints   总被引：2，自引：1，他引：1  

Jago R  Zakeri I  Baranowski T  Watson K 《Journal of sports sciences》2007,25(8):937-944

We propose and evaluate the utility of an alternative method (decision boundaries) for establishing physical activity intensity-related accelerometer cutpoints. Accelerometer data collected from seventy-six 11- to 14-year-old boys during controlled bouts of moderate- and vigorous-intensity field physical activities were assessed. Mean values and standard deviations for moderate- and vigorous-intensity activities were obtained and normal equivalents generated. The decision boundary (the point of intersection of overlapping distributions) was used to create a lower-bound vigorous-intensity cutpoint. Receiver operating characteristic (ROC) curves compared the sensitivity and specificity of the new cutpoint and mean values with the actual activity. There was a 96.5% probability that participants performing vigorous-intensity physical activity were accurately classified when using the decision boundary of 6700 counts per minute, in contrast to the 50% accurately classified when the mean value was used. Inspection of the empirical ROC curve indicated that the decision boundary provided the optimal threshold to distinguish between moderate and vigorous physical activity for this dataset. In conclusion, decision boundaries reduced the error associated with determining accelerometer threshold values. Applying these methods to accelerometer data collected in specific populations will improve the precision with which accelerometer thresholds can be identified.  相似文献   

The coaching schematic: validation through expert coach consensus   总被引：1，自引：1，他引：0  

Abraham A  Collins D  Martindale R 《Journal of sports sciences》2006,24(6):549-564

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Assessing preschool children's physical activity: the Observational System for Recording Physical Activity in children-preschool version     

Brown WH  Pfeiffer KA  Mclver KL  Dowda M  Almeida MJ  Pate RR 《Research quarterly for exercise and sport》2006,77(2):167-176

In this paper we present initial information concerning a new direct observation system-the Observational System for Recording Physical Activity in Children-Preschool Version. The system will allow researchers to record young children's physical activity levels while also coding the topography of their physical activity, as well as detailed indoor and outdoor social and nonsocial contextual information. With respect to interobserver agreement (IOA), the kappa and category-by-category agreement mean of those obtained for the three illustrative preschools were generally above .80. Hence, our IOA data indicated that trained observers in the three preschools frequently agreed on the eight observational categories and accompanying codes. The results for preschoolers' level of physical activity indicated they spent the majority of observational intervals in sedentary activity (i.e., more than 80% intervals) and were observed in moderate to vigorous physical activity much less frequently (i.e., 5% or fewer intervals). For the 15 indoor and 12 outdoor activity contexts, variability across both the activity contexts and the three preschools were evident. Nevertheless, three classroom contexts-transition, snacks, and naptime--accounted for the greatest porportion of coded activity contexts for the children. In the three preschools, 4 of 17 physical activity types--sit and squat, lie down, stand, and walk--accounted for the topography of much of children's physical activity behavior Systematic observation of more representative preschool samples might better inform our present understanding of young children's physical activity in community preschool programs.  相似文献