A data-based scheme for evaluating faculty performance     

Dr. Laurence Siegel 《Research in higher education》1978,8(3):255-271

Both sound management practice and the law require that administrative decisions affecting faculty members reflect systematic, uniformly applied, fair, and valid evaluations of performance. To meet these requirements a performance evaluation scheme must involve two decision elements, both of which are addressed and illustrated in this paper:what will be evaluated, andhow the evaluation will be made.A data-based faculty performance evaluation program specifically oriented toward such administrative actions as tenure, promotion, and salary adjustment is described. This program rests upon task analysis to clarify the nature of the desired evaluative content and peer review as the primary evaluative mechanism.The scheme is illustrated using the experience of a department of psychology training to the doctorate. However, the approach to faculty performance evaluation herein described and illustrated is generalizable, with modification, to other departments and institutions. Several considerations pertinent to such modification are discussed.  相似文献   

Schooling,Socioeconomic Context and Literacy Development     

Amedeo D'Angiulli  Linda S. Siegel  Clyde Hertzman 《教育心理学》2004,24(6):867-883

This longitudinal study examined the relationship between schooling, literacy development, and socioeconomic context, as reflected by a composite measure of socioeconomic status (SES). Reading, spelling, and phonological abilities were assessed from kindergarten to grade three in Canadian children in a school district with intensive literacy activities. In kindergarten, there were significant associations between SES and all the abilities assessed but these associations declined systematically to non‐significant levels by grade three. Risk and prevalence of reading failure also decreased with more schooling. The results suggest that the attenuation of the association between SES and literacy‐related skills, and the progressive reduction of the risk for reading failure, were positive outcomes associated with the literacy school program, especially in the early grades.  相似文献   

Must Evolution Education that Aims at Belief Be Indoctrinating?     

Smith  Mike U.  Siegel  Harvey 《Science & Education》2019,28(9-10):1235-1247

Science & Education - Can a teacher aim for students to believe evolution without indoctrinating them? Recent discussions of indoctrination in evolution education suggest that such teaching...  相似文献   

An optimal quality adaptation mechanism for end-to-end FGS video transmission     

FENG Shun  ER Gui-hua  DAI Qiong-hai  LIU Ye-bin 《浙江大学学报(A卷英文版)》2006,7(Z1)

In this paper, we propose a novel optimal quality adaptation algorithm for MPEG-4 fine granular scalability (FGS) stream over wired network. Our algorithm can maximize perceptual video quality by minimizing video quality variation and increasing available bandwidth usage rate. Under the condition that the whole bandwidth evolution is known, we design an optimal algorithm to select layer. When the knowledge of future bandwidth is not available, we also develop an online algorithm based on the optimal algorithm. Simulation showed that both optimal algorithm and online algorithm can offer smoothed video quality evolution.  相似文献   

The Assessment of Adults with Reading Disabilities: What Can We Learn from Experimental Tasks?     

Alexandra Gottardo  Linda S. Siegel  Keith E. Stanovich 《Journal of Research in Reading》1997,20(1):42-54

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The instructional design portfolio     

Trena M. Paulus  Brian Horvitz  Min Shi  Senem Yildiz  Marty Siegel 《TechTrends》2004,48(4):60-61

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High school students’ decision making about sustainability     

Marcelle A. Siegel 《Environmental Education Research》2006,12(2):201-215

This study examined decision making in an urban US high school classroom in which tenth‐grade students analyzed scientific evidence about current issues of sustainability, technology and society. A full‐year course, called Science and Sustainability, was used in both groups, and a computer program, called Convince Me, provided scaffolding for making evidence‐based decisions for one group. During the course of instruction, both the groups completed open‐ended written assessments. Limited student progress, in using evidence to support claims and in weighing benefits and drawbacks, was demonstrated. The Convince Me group showed more significant gains than the Science and Sustainability group alone. Implications for instruction are discussed.  相似文献   

基于混合模式的广播电视大学教务管理系统的构建     

尔宝库 《湖北广播电视大学学报》2011,31(2):10-11

远程开放教育在教育理念与管理手段上与普通高等教育都有着很大的差别,本文从远程开放教育学习的需求和广播电视大学系统自身特点进行分析,对广播电视大学开放教育的教务管理系统给出了一种基于B/S与C/S混合模式下分级分布式架构体系的解决方案。  相似文献   

Long-term outcome of the early identification and intervention of reading disabilities     

Marita Partanen  Linda S. Siegel 《Reading and writing》2014,27(4):665-684

This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5–6 years old) and Grade 7 (12–13 years old). Our results showed that 22 % of children were identified as at-risk for reading deficits in Kindergarten, but only 6 % of children had reading difficulties in Grade 7. In Kindergarten, at-risk groups scored lower than not-at-risk groups on measures of word and letter recognition, phonological processing, rapid naming, working memory, and language. We also examined a small group of children who were not-at-risk in Kindergarten, but had a reading disability in Grade 7; these children did not obtain lower scores than average readers on any of our Kindergarten measures. Finally, we illustrated that the trajectory of word reading skills was generally stable, such that most children scored within the average range between Grade 1 and 7. Our results provide evidence for the long-term positive outcomes of early literacy instruction.  相似文献   

The development of cognitive maps of large- and small-scale spaces.     

A W Siegel  J F Herman  G L Allen  K C Kirasic 《Child development》1979,50(2):582-585

Kindergartners, second, and fifth graders made repeated trips through a large- or small-scale model town, and then constructed from memory the layout of buildings in either a large- or small-scale space. Accuracy of construction increased as a function of developmental level and repeated trips through the town. Children's constructions were most accurate when they were tested in the same-scale environment as that in which they developed their spatial knowledge; accuracy was impaired significantly only when children were exposed to a small space and then reconstructed in a large space. Results were interpreted in terms of a "competence-load trade-off."  相似文献