Instructional Efficiency of Performance Analysis Training for Learners at Different Levels of Competency in Using a Web‐Based EPSS     

A. Aubteen Darabi  David W. Nelson  Melissa C. Mackal 《Performance Improvement Quarterly》2004,17(4):18-30

ABSTRACT The measure of performance improvement potential (Gilbert, 1978) in human performance technology uses an exemplary performance as a criterion against which to measure the potential improvement in the performance of a workforce. The measure is calculated based on the performance efficiency which compares expended resources to productivity. The same notion is used to measure the efficiency of instructional conditions, based on learners' mental effort invested in a learning task compared to their performance. This article compares the efficiency of an instructional condition for three groups of students differentiated by their use of an electronic performance support system (EPSS) to conduct a performance analysis project. The results indicated that the instruction was most efficient for those learners who showed greater competency in using the EPSS. Implications for using this technique as a means of formative evaluation of a course are discussed.  相似文献   

Temperamental Emotionality Attributes as Antecedents of Children's Social Information Processing     

Patrick T. Davies  Jesse L. Coe  Rochelle F. Hentges  Melissa L. Sturge-Apple  Michael T. Ripple 《Child development》2020,91(2):508-526

This study examined temperament dimensions of emotion as precursors of children's social information processing (SIP) of stressful peer events. Two hundred and forty-three preschool children (M = 4.60 years) and their primary caregivers participated in two measurement occasions spaced 2 years apart. Observations of temperamental anger, fearful distress, positive affect, and effortful control were assessed in multiple laboratory tasks across two visits at Wave 1. SIP assessments from vignettes of peer challenges were repeated across two waves and included: eye tracking measures of attention to peer emotion displays, hostile attribution bias, hostile solutions, and subjective distress. Findings from structural equation models with inclusion of autoregressive controls indicated that effortful control, fear, and anger predicted subsequent changes in specific SIP dimensions.  相似文献   

Counselor Trainee Self-Perceived Disability Competence: Implications for Training     

Melissa D. Deroche  Barbara Herlihy  Matthew L. Lyons 《Counselor Education & Supervision》2020,59(3):187-199

We explored the relationship between master's-level counseling students' (N = 285) disability competence, disability-related life experience, and multicultural course completion. Results indicated disability-related life experience and multicultural course completion may differentially affect self-perceived disability competence. Implications and recommendations for counselor training are discussed.  相似文献   

Self-modeling as an intervention to increase student classroom participation     

Eunice T. Hartley  Melissa A. Bray  Thomas J. Kehle 《Psychology in the schools》1998,35(4):363-372

The effect of self-modeling as an intervention to increase individual participatory behavior in the classroom was investigated using a multiple baseline design across three second grade students with a follow-up. In addition, a control student was employed to further investigate the effects of the intervention. Self-modeling is defined as the positive change in behavior resulting from spaced viewing of oneself on edited tapes depicting exemplary behavior. Students viewed edited videotapes of themselves successfully volunteering to participate in class by raising their hand. The three students, during baseline, had a mean participation rate ranging between 8% and 24% compared with the control student's rate ranging between 53% and 63%. During intervention, the mean participation rate ranged between 28% and 60% compared with the control student's rate ranging between 43% and 46%. At follow-up, students had a mean percentage rate ranging between 44% and 64% compared with the control student's rate of 53%. Thus, they more closely approximated or surpassed the control student's mean rate of participation during intervention and follow-up, suggesting that the self-modeling intervention was effective in increasing individual participatory behavior in the classroom. © 1998 John Wiley & Sons, Inc.  相似文献   

ARTEMIS: Reinvigorating History and Theory in Art and Design Education     

Jeff Janet  Melissa Miles 《The International Journal of Art & Design Education》2009,28(1):52-60

ARTEMIS (Art Educational Multiplayer Interactive Space) is an online multi‐user virtual environment that is designed around the objects, artefacts, philosophies, personalities and critical discourses of the histories and theories of art and design. Conceived as a means of reinvigorating art history and theory education in the digital age, ARTEMIS addresses the specific teaching and learning needs of a new generation of art and design students in higher education. This article is a case study that addresses the second phase of the testing and design development of ARTEMIS. It builds on the findings of the initial phase, which involved the development of the ‘proof of concept’ for an online virtual world and game designed for undergraduate students in the Faculty of Art and Design at Monash University in Melbourne, Australia. Drawing on a test trial and student response survey, this article assesses whether virtual environments like ARTEMIS can generate new life in art and design history, augment the teaching and learning mix in art and design higher education, and foster new modes of active engagement amongst students.  相似文献   

Medpedia     

Melissa L. Rethlefsen 《Journal of the Medical Library Association》2009,97(4):325-326

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Introduction to individual and group counseling in the practice of school psychology     

Thomas J. Kehle  Melissa A. Bray  Rachelle Pérusse 《Psychology in the schools》2009,46(3):197-198

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Reliability and validity evidence for the EARLI literacy probes     

Melissa A. Reid  James C. DiPerna  Paul L. Morgan  Pui Wa Lei 《Psychology in the schools》2009,46(10):1023-1035

The purpose of this study was to examine the reliability and validity of scores from six early literacy probes developed for use with preschool‐age children. The literacy probes were administered to 84 preschoolers at three time points over a 6‐month period. Also, a criterion measure of early literacy skills was administered to a subset of students. Results indicated that the probes demonstrate adequate reliability for screening decisions, moderate to strong concurrent relationships with a criterion measure, and developmentally appropriate changes in children's early literacy skills over time. These results add to the growing body of evidence supporting the technical adequacy of general outcome measurement for use in monitoring the progress of preschoolers' academic skill development. © 2009 Wiley Periodicals, Inc.  相似文献   

Educating Young Educators: A Pedagogical Internship for Undergraduate Teaching Assistants     

Iyah Romm  Susannah Gordon-Messer  Melissa Kosinski-Collins 《CBE life sciences education》2010,9(2):80-86

Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed. To evaluate the effectiveness of this course, we surveyed students at the close of the semester. We found an overall increase in student confidence levels with regard to teaching and better awareness of the difficulties faced in science education. All students who participated in the course expressed interest in participating in future educational internships. We believe that the Educating Young Educators internship has the potential to be a catalyst for personal and professional growth from a novice into an informed young educator.  相似文献   

A Grounded Theory of Counselor Educators Integrating Social Justice Into Their Pedagogy     

Melissa A. Odegard  Linwood G. Vereen 《Counselor Education & Supervision》2010,50(2):130-149

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