The Macro- and Micropolitics of Personnel Evaluation: A Framework   总被引：2，自引：0，他引：2  

Edwin M. Bridges  Barry R. Groves 《Journal of Personnel Evaluation in Education》1999,13(4):321-337

In this article, the authors explicate a conceptual framework for analyzing the politics of personnel evaluation in an educational context. Using several elements of their framework, they discuss the politics of teacher evaluation in California in relation to the types of personnel evaluation decisions, the actors, their access to these decisions, their sources and level of power, and the outcomes related to their decisions. The authors further portray how politics enters into personnel evaluation at the district level by describing an actual case.  相似文献   

The Impact of Career Education Courses on Career Beliefs and Career Decision Making Among Business College Students in Taiwan   总被引：2，自引：1，他引：1  

Huiling Peng  Edwin L. Herr 《Journal of Career Development》1999,25(4):275-290

  相似文献   

Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations     

Bing Hiong Ngu  Edwin Mit  Faaizah Shahbodin  Juhani Tuovinen 《Instructional Science》2009,37(1):21-42

Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional formats.  相似文献   

The Evidence Base for Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content   总被引：1，自引：1，他引：0  

Diamond A 《Early education and development》2010,21(5):780-793

If we want the best academic outcomes, the most efficient and cost-effective route to achieve that is, counterintuitively, not to narrowly focus on academics, but to also address children's social, emotional, and physical development. Similarly, the best and most efficient route to physical health is through also addressing emotional, social, and cognitive wellness. Emotional wellness, similarly, depends critically on social, cognitive, and physical wellness.  相似文献   

Preschool Children's Concepts of Disability in Their Peers     

Karen E. Diamond 《Early education and development》1993,4(2):123-129

Although mainstream preschool programs have been in existence since the 1970s, little is known about the ways in which typical children attempt to understand what it means for a peer to have a disability. In this study, 4-year-old children without disabilities who were enrolled in a mainstream preschool class explained their peers' disabilities by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed. The implications of these cognitions for children's developing attitudes and behaviors toward peers with disabilities are discussed.  相似文献   

Partnership,efficiency, and effectiveness – AUA annual lecture 2015     

Sir Ian Diamond 《Perspectives: Policy and Practice in Higher Education》2016,20(4):115-120

  相似文献   

“Blips of Meaning”: The Transformation of Reader and History Text     

Grace Loh  C.T. Patrick Diamond 《Asia Pacific Journal of Education》1989,10(1):35-42

The study focused on the interpretations of eight “good” or effective Secondary One teachers. It suggests that the teachers interpreted the “text” (consisting of 12 elements) on the basis of their practical knowledge. The teachers tended to describe the literal meaning of the content. This, however, is a rather restricted form of interpretation which ignores the role of both the reader and the plurality of meanings in the message(s) of the text. To be receptive to the text, the teachers need to reflect on their often taken-for-granted knowledge and practices. The repertory grid was used to elicit such tacit knowledge. Like a mirror, the grid reflected to the teacher his or her own frame of reference for his or her consideration. This is a vital first step in the transformation of both the teacher and his or her interpretation of the text.  相似文献   

The New British copyright act     

Sidney A. Diamond 《广播与电子媒介杂志》2013,57(4):369-373

REALITY IN ADVERTISING. By Rosser Reeves. New York: Alfred A. Knopf, 1961. x + 154 pp. $3.95.

TEACH WITH TELEVISION: A GUIDE TO INSTRUCTIONAL TV. By Lawrence F. Costello and George N. Gordon. New York: Hastings House (Communication Arts Books), 1961. 175 pp. + bibliog. and glossary. $5.50.

THE GREAT TIME KILLER. By Harold Mehling. Cleveland: World Publishing Co., 1962. 352 pp. $4.95.

WORLD RADIO TV HANDBOOK. Edited by O. Lund Johansen. 16th ed. Copenhagen: O. Lund‐Johansen, 1962. 218 pp. $3.00 (paper; postpaid).  相似文献   

The Reading Habits of Superior College Students     

Ralph C. Preston  Edwin N. Tuft 《Journal of Experimental Education》2013,81(3):196-202

A structured team approach in learning introductory COBOL programming was empirically assessed with a sample of 215 undergraduate business administration majors. For each assigned program, students in the experimental group read and critiqued team members’ program listings. COBOL proficiency was measured by a final examination testing knowledge of language rules, ability to read a program, and the ability to write a program. Analysis of multiple covariance was used to statistically adjust test scores for age and conditional reasoning scores. For the program writing variable, a significant difference favoring the experimental group was found. The language rules variable showed no significant difference, while the reading variable did not satisfy the required assumptions of the proposed statistical model. However, the experimental group showed higher mean scores for both of these variables. The findings provide empirical support for incorporating team activities into the programming learning process to more effectively develop student proficiency in writing COBOL programs.  相似文献   

Implicit Association Tests of Attitudes Toward Persons With Disabilities     

Adrian Thomas  Edwin D. Vaughn  Andrea Doyle  Robert Bubb 《Journal of Experimental Education》2013,81(2):184-204

The authors assessed 3 of the currently available implicit association tests designed to measure attitudes toward persons with disabilities. The Revised Multiple Disability Implicit Association Test, the Implicit Association Test for Attitudes Toward Athletes With Disabilities, and the Disability Attitude Implicit Association Test were related to each other, demonstrating some consistency in measurement. They were mostly unrelated, however, to more traditional, explicit measures of attitudes toward persons with disabilities. In addition, although the implicit association tests were not related to socially desirable responding, the most psychometrically sound explicit measure (The Interaction With Disabled Persons Scale) was related to socially desirable responding.  相似文献