留住人才的5条法则     

贾庆文 《海外英语》2009,(11):36-38

（1）挑选优胜者 企业家很容易陷入到数字困惑之中。去年的销售额是多少？公司2009年的销售有望增长——或下降——多少？但对于关注运营和扩大正茁壮成长公刮的企业家来说,成功远非这些数字所代表。事实上这些公训关注的是人。吸引并留住顶级人才是企业家的首要任务,普若森企业发展中心的首席执行官同时也是《和理论说再见》一书作者鲍勃·普若森说。  相似文献   

The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten     

Laura L. Brock  Sara E. Rimm-Kaufman  Lori Nathanson  Kevin J. Grimm 《Early childhood research quarterly》2009,24(3):337-349

Executive functioning (EF) refers to higher order thought processes considered foundational for problem-solving. EF has both ‘cool’ cognitive and ‘hot’ emotional components. This study asks: (a) what are the relative contributions of ‘hot’ and ‘cool’ EF to children's academic achievement? (b) What are the relative contributions of ‘hot’ and ‘cool’ EF to learning-related classroom behaviors and observed engagement? (c) Do learning-related classroom behaviors and observed engagement account for the relation between EF and achievement? For a sample of 173 kindergarteners, cool EF predicted math achievement, learning-related classroom behaviors, and observed engagement. Hot EF did not predict any achievement or behavior outcomes when examined concurrently with cool EF. Children's classroom behavior did not account for the relation between cool EF and math achievement, suggesting cool EF and math performance are directly associated.  相似文献   

1, 2, 3, 4: Infusing Quantitative Literacy into Introductory Biology     

Elena Bray Speth  Jennifer L. Momsen  Gregory A. Moyerbrailean  Diane Ebert-May  Tammy M. Long  Sara Wyse  Debra Linton 《CBE life sciences education》2010,9(3):323-332

Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students'' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students'' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students'' development of important quantitative skills.  相似文献   

TOLERANCE,EMPATHY, OR INCLUSION? INSIGHTS FROM MARTIN BUBER     

Sara L.H. Shady  Marion Larson 《Educational theory》2010,60(1):81-96

Given the reality of diversity, particularly religious diversity, in the contemporary world, Marion Larson and Sara Shady explore how educators can help students (and ourselves) consider the following question: How do I balance my own belief commitments with my responsibility to be genuinely open to and challenged by the other's perspective? Larson and Shady describe and evaluate three possible models: (1) tolerance, a neutral openness to the other's position; (2) empathy, a complete absorption of the other's position; and (3) inclusion, genuine dialogue about one's own position and the other's. Using the writings of Martin Buber as a basis, Larson and Shady advocate inclusion and apply this model to classroom teaching, arguing that this model of education promotes a shared reality where all partners in the dialogue come to understand each other's position, even if they do not entirely agree with it.  相似文献   

Measuring basic needs satisfaction: Evaluating previous research and conducting new psychometric evaluations of the Basic Needs Satisfaction in General Scale     

Mary M. Johnston  Sara J. Finney 《Contemporary educational psychology》2010

Self-Determination Theory specifies the existence of three basic psychological needs: autonomy, competence, and relatedness. The current set of studies (a) provides a narrative review of past research on the Basic Needs Satisfaction in General Scale, (b) examines its dimensionality which has been assumed but not empirically studied, and (c) gathers external validity evidence. Confirmatory factor analysis was used to test the existence of a one- and a three-factor solution; neither model fit the data. After patterns of misfit were examined across three independent samples, a reduced, 16-item three-factor model with a negative-worded method effect was championed. External validity evidence, collected by examining the differential relationships between the three needs and measures of well-being and worry, supported the distinctiveness of the three needs. Although the results are promising, future research is needed to examine the generalizability of the psychometric properties of the modified scale.  相似文献   

Same constructs,different results: Examining the consistency of two behavior‐rating scales with referred preschoolers     

Carl L. Myers  Jennifer L. Bour  Kristina J. Sidebottom  Sara B. Murphy  Melissa Hakman 《Psychology in the schools》2010,47(3):205-216

Broad‐band or multidimensional behavior‐rating scales are common tools for evaluating children. Two popular behavior‐rating scales, the Behavior Assessment System for Children, Second Edition (BASC‐2; Reynolds & Kamphaus, 2004) and the Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2000), have undergone downward extensions so that the preschool versions are available for children as young as 18 months. Limited research, however, has been conducted on the preschool versions of the BASC‐2 and CBCL. This study examined the consistency of results from the two preschool versions when completed by parents of clinically referred preschoolers. Comparisons of similarly named scales found significant correlations. Mean scores for several of the constructs were significantly different, however, and often resulted in inconsistent classification decisions. © 2010 Wiley Periodicals, Inc.  相似文献   

The concept smacks of magic: Fighting familiarity today   总被引：1，自引：0，他引：1  

Sara Delamont  Paul AtkinsonLesley Pugsley 《Teaching and Teacher Education》2010

Good educational ethnography whether done by sociologists or anthropologists, makes the familiar strange. The history of that proposition is outlined, and five strategies available to all ethnographers focused on teaching and learning, whether sociologists or anthropologists of education or not, are outlined. The vital importance of the working hypothesis is emphasised. Key concepts from Lave and Wenger are criticised and compared to the long history of calls to make the familiar strange.  相似文献   

Clinician perspectives and practices regarding the use of exercise in the treatment of adolescent depression     

Sara Radovic  Glenn Alexander Melvin  Michael Solomon Gordon 《Journal of sports sciences》2018,36(12):1371-1377

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Loaded dice: games playing and the gendered barriers of the academy     

Sara Ashencaen Crabtree  Chris Shiel 《Gender and education》2018,30(7):899-916

This paper explores the perceptions and experiences of women academics in the UK, participating in a small-scale qualitative study exploring career progression and encountered institutional obstacles. The accounts are considered in terms of both disadvantageous institutional strategies and interpersonal ones governing day-to-day working relationships. The findings contribute to a growing body of international research on gender constructions in the academy, where both inhibiting and exclusionary barriers are examined in focus group discussions (FGDs) in terms of gendered constructions that are perceived to impact upon the career opportunities of women academics. Analysis of data encouraged the employment of a ludic construction in this critical exploration of games playing and ‘gamesmanship’ (a masculinised term); these being themes raised in the FGDs as representing blocks and challenges to women’s academic careers.  相似文献   

A Small‐Scale Randomized Efficacy Trial of the Identity Project: Promoting Adolescents’ Ethnic–Racial Identity Exploration and Resolution          下载免费PDF全文

Adriana J. Umaña‐Taylor  Sara Douglass  Kimberly A. Updegraff  Flavio F. Marsiglia 《Child development》2018,89(3):862-870

Adolescents’ ethnic–racial identity (ERI) formation represents an important developmental process that is associated with adjustment. The Identity Project intervention, grounded in developmental theory, was designed to engage adolescents in the ERI processes of exploration and resolution. The current small‐scale efficacy trial involved an ethnic–racially diverse sample of adolescents (N = 215; M_age = 15.02, SD = .68) from eight classrooms that were randomly assigned by classroom to the intervention or attention control group. Differences between conditions in ERI exploration at Time 2 were consistent with desired intervention effects; furthermore, higher levels of ERI exploration at Time 2 predicted increases in ERI resolution at Time 3 only for youth in the treatment condition. Findings provide preliminary evidence of program efficacy.  相似文献