Portfolio Assessment: More Than ABCs and 123s     

Michelle Fryer Hanson  Deanna Gilkerson 《Early Childhood Education Journal》1999,27(2):81-86

Demands for educational accountability are being called for at all levels: preschool through graduate school. Standardized tests are being widely utilized, but this measurement is not appropriate for young children. Portfolio assessment is a more promising approach to measure children's growth, development, and achievement. This paper outlines criteria that portfolios must have in order to be effective assessment tools. Methods of gathering information and tips for portfolio development are shared and several examples of children's work samples are included  相似文献   

The competency casebook: Twelve studies in competency‐based performance improvement     

David Dubois  Marie Shadden  Roger Kaufman  Dale Brethower 《Performance Improvement》2000,39(1):37-40

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Models and strategies for training design     

K. L. Medsker  K. M. Holdsworth  Dale Brethower 《Performance Improvement》2002,41(4):46-48

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A Comparative Study or Western and Japanese Practices Geared Towards Improved Learning and New Product Performance     

Kenneth A. Saban  David Hanson  John M. Lanasa 《Performance Improvement Quarterly》2000,13(4):16-28

Increasingly, the long‐term success of a company resides in its ability to develop and market successful new products in a cost‐and time‐effective manner. In general, Japanese companies have outperformed their Western counterparts in bringing new products to market over the last 10 to 20 years. This has given them a substantial advantage in long‐term economic development. The authors hypothesize that the differences between the dominant models of corporate culture in Japan and the U.S. account for the Japanese advantage. In comparison to U.S. companies, Japanese companies tend to emphasize long‐term leadership, decentralized decision making, a flatter work structure using cross‐functional work teams, and rewarding teams for the ability to learn from mistakes. As a result of these differences, Western companies are more likely to utilize “single, loop” learning, where new products are developed using established (and unquestioned) procedures. Conversely, Japanese companies rely on “double‐loop” or “deutero” learning styles, which encourage employees to leverage their past experiences when proposing new product innovations. The authors conclude by outlining a research program for testing their as‐gumptions about the relations among nationality, corporate culture, learning styles, and new product success.  相似文献   

A Comparison of the Effects of Fluency Training and Accuracy Training on Application and Retention     

Barbara R. Bucklin  Alyce M. Dickinson  Dale M. Brethower 《Performance Improvement Quarterly》2000,13(3):140-163

The effects of fluency training on the acquisition and retention of a composite skill were compared with those of training to accuracy only. Participants were 30 college students, and the task was a stimulus equivalence task, similar to the one used by Binder (1995) in earlier assessments. Participants learned associations between Hebrew symbols and nonsense syllables and between nonsense syllables and Arabic numerals. Immediately after training and every 2 or 4 weeks for 16 weeks, they were tested on a composite task that required both associations. Retention of the original component associations was also assessed after 4 months. With respect to the composite skill, fluency training resulted in: a) higher response rates immediately after training and across the 16 weeks; b) better accuracy 4 and 16 weeks after training; and c) less deterioration of accuracy after 16 weeks. Effects on the component skills were similar. The results document that for skilled adult learners, fluency training can aid the acquisition of a higher level skill and increase the retention of accuracy for both the component and composite skills.  相似文献   

Scientific Modeling for Inquiring Teachers Network (SMIT’N): The Influence on Elementary Teachers’ Views of Nature of Science, Inquiry, and Modeling     

Valarie L. Akerson  J. Scott Townsend  Lisa A. Donnelly  Deborah L. Hanson  Praweena Tira  Orvil White 《Journal of Science Teacher Education》2009,20(1):21-40

This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops, the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers’ views of nature of science, inquiry, and scientific modeling. Teachers improved their views of nature of science (NOS) and inquiry by including scientific modeling in their definitions of how scientists work, the empirical nature of science, and the role of observations and inferences in science. Their definitions of science expanded from a knowledge-based orientation to a process-based orientation. Teachers added the use of mathematical formulas to their views of scientific modeling. Using scientific modeling as the central theme was effective in providing positive influence on teachers’ views of inquiry and NOS.  相似文献   

The Role of Pedagogical Content Knowledge in Motor Skill Instruction: Comments and Questions on Walkwitz & Lee, 1992     

Lynn Dale Housner 《Research quarterly for exercise and sport》2013,84(4):444-446

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Technical Reliability Assessment of the Actigraph GT1M Accelerometer     

Pedro Silva  Jorge Mota  Dale Esliger  Gregory Welk 《Measurement in physical education and exercise science》2013,17(2):79-91

The purpose of this study was to determine the reliability of the Actigraph GT1M (Pensacola, FL, USA) accelerometer activity count and step functions. Fifty GT1M accelerometers were initialized to collect simultaneous acceleration counts and steps data using 15-sec epochs. All reliability testing was completed using a mechanical shaker plate to perform six different test conditions in Experiment 1 and 18 test conditions in Experiment 2. The overall intra- and inter-instrument reliability of the GT1M was CV_intra = 2.9% and CV_inter = 3.5% for counts and CV_intra = 1.1% and CV_inter = 1.2% for steps. No batch effects were evident in the 50 GT1Ms. The Actigraph GT1M accelerometer demonstrated good reliability for measuring both counts and steps. However, the ability of the GT1M to consistently detect acceleration at a given acceleration and frequency condition varied widely. Future studies clarifying the filtering limitations and the threshold necessary to detect the occurrence of movement are warranted.  相似文献   

Measurement of Physical Fitness and Physical Activity: Fifty Years of Change     

Dale P. Mood  Allen W. Jackson  James R. Morrow Jr. 《Measurement in physical education and exercise science》2013,17(4):217-227

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Responding to the technological imperative: the experience of an open and distance education institution     

Dale M. Holt  Diane J. Thompson 《Distance Education》1995,16(1):43-64

This paper examines the key impact that technology is having on shaping and, indeed, fusing the worlds of work both outside and inside tertiary institutions. The transformation of organisations by technology creates key challenges for tertiary institutions which are identified. One tertiary institution's attempts to engage with these challenges is illuminated through case study research. The institution in question, Deakin University, is a major open and distance education organisation in Australia. In grappling with the technological imperative, issues of leadership, management and organisational change come to the fore. Leadership in dynamically evolving organisations committed to the use of educational technologies in a range of diverse teaching‐learning contexts is an enormously complex and difficult task. The complexities, ambiguities and difficulties of leadership in such an environment are illuminated in this paper through the presentation of a set of eight interconnected issues which reveal some of the experiences of people within the University who are attempting to manage educational change and technological innovation.  相似文献