This study examines major theory developments in human resource (HR) fields and discusses implications for human performance technology (HPT). Differentiated HR fields are converging to improve organizational performance through knowledge‐based innovations. Ruona and Gibson (2004) made a similar observation and analyzed the historical evolution and convergence of three HR‐related fields: human resource management (HRM), human resource development (HRD), and organization development (OD). A field left out in their analysis is HPT. Many learning professionals recognize HPT as a more comprehensive approach to improving organizational performance issues (Molenda & Pershing, 2008; Pershing, 2006). However, little research has been done to advance the theory development of HPT and discuss its relationships within HR fields. This study adds a new perspective to that of Ruona and Gibson's historical analysis of HR fields by examining convergence issues from a theory development perspective. 相似文献
This paper focuses on four fusion algorithms for the estimation of nonlinear cost function (NCF) in a multisensory environment. In multisensory filtering and control problems, NCF represents a nonlinear multivariate functional of state variables, which can indicate useful information of the target systems for automatic control. To estimate the NCF using multisensory information, we propose one centralized and three decentralized estimation fusion algorithms. For multivariate polynomial NCFs, we propose a simple closed-form computation procedure. For general NCFs, the most popular procedure for the evaluation of their estimates is based on the unscented transformation. The effectiveness and estimation accuracy of the proposed fusion algorithms are demonstrated with theoretical and numerical examples. 相似文献
INTRODUCTION Being the bio era, a significant research effort has been devoted to the study of proteins since they are related to the critical body functions. There have been many studies on proteins, with the voluminous related data being currently available in various pub- lic repositories including the Protein Data Bank (PDB) (CATH, 2006; DALI, 2006; MSD, 2006; RCSB PDB, 2006; SCOP Database, 2006). Given the atomic complexes of proteins, ana- lyzing interactions between them… 相似文献
Background: Enhancing students’ metacognitive abilities will help to facilitate their understanding of science concepts.
Purpose: The study was designed to conduct and evaluate the effectiveness of a repertoire of interventions aimed at enhancing secondary school students’ metacognitive capabilities and their achievements in science.
Sample: A class of 35 Year 9 students participated in the study.
Design and methods: The study involved a pre-post design, conducted by the first author as part of the regular designated science programme in a class taught by him.
In order to enhance the students’ metacognitive capabilities, the first author employed clearly stated focused outcomes, engaging them in collaborative group work, reading scientific texts and using concept mapping techniques during classroom instruction. The data to evaluate the effectiveness of the metacognitive interventions were obtained from pre- and post-test results of two metacognitive questionnaires, the Metacognitive Support Questionnaire (MSpQ) and the Metacognitive Strategies Questionnaire (MStQ), and data from interviews. In addition, pre-test and post-test scores were used from a two-tier multiple-choice test on Light.
Results: The results showed gains in the MSpQ but not in the MStQ. However, the qualitative data from interviews suggested high metacognitive capabilities amongst the high- and average-achieving students at the end of the study. Students gains were also evident from the test scores in the Light test.
Conclusion: Although the quantitative data obtained from the Metacognitive Strategies Questionnaire did not show significant gains in the students’ metacognitive strategies, the qualitative data from interviews suggested positive perceptions of students’ metacognitive strategies amongst the high- and average-achieving students. Data from the Metacognitive Support Questionnaire showed that there were significant gains in the students’ perceptions of their metacognitive support implying that the majority of the students perceived that their learning environment was oriented towards the development of their metacognitive capabilities. The effect of the metacognitive interventions on students’ achievement in the Light test resulted in students displaying the correct declarative knowledge, but quite often they lacked the procedural knowledge by failing to explain their answers correctly. 相似文献
The primary goal of this study was to investigate whether college students’ academic time management could be used to understand their engagement in traditional and active forms of procrastination within a model of self-regulated learning. College students (N = 446) completed a self-report survey that assessed motivational and strategic aspects of self-regulated learning, time management, and procrastination. Results of regression analyses indicated that self-efficacy and metacognitive strategies initially were significant predictors of traditional and active forms of procrastination. Incorporating time management in the analyses increased the amount of the variance explained and, even in the presence of the motivation and strategy variables, time management emerged as an important predictor of both traditional and active forms of procrastination. Findings support the conclusion that academic time management is a key aspect of self-regulated learning and, as such, it can be useful for understanding the extent to which college students procrastinate when doing their academic work. 相似文献
The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers’ persuasion as a source of students’ academic self‐efficacy. In the contexts of both general school learning and a specific subject of Korean language and literature, social persuasions by teachers were a significant predictor of student self‐efficacy. Students’ academic self‐efficacy, in turn, was a significant predictor of students’ expected final examination scores. Although perceived teacher credibility did not predict student self‐efficacy directly, it interacted significantly with teacher persuasion in the prediction of student self‐efficacy, as determined by the latent interaction analysis. Consistent with Bandura's assertion and our hypothesis, students reported stronger academic self‐efficacy as they perceived the teachers who delivered the social persuasion to be more credible. 相似文献
Until now, research on technology integration in K–12 settings focused on revealing factors that influence technology use in the classroom by teachers has not paid much attention to what teachers recognise and why they incorporate technology in the classroom. Thus, this study aims to investigate how teachers recognise important factors that influence quality technology integration and how teachers use technology in Korean schools, using closed- and open-ended items and verbatim quotes of teachers’ responses to a series of open-ended questions. The results indicate that teachers’ use of technology in practice is affected by the multidimensional characteristics of schools; hence, support of technology use therein should be improved. Teachers’ aptitude, disposition and attitudes toward technology are the most important factors for ICT-related instruction. Additionally, the answers given by the cohort to the open-ended questions help to explain the specific educational context in the Republic of Korea. Teachers report using technology largely because it provides personal convenience; additionally, the use of third-party content providers’ websites by teachers emerges as a substantial issue in the area of technology integration in the classroom. 相似文献
This paper investigates the effectiveness of using MeSH® in PubMed through its automatic query expansion process: Automatic Term Mapping (ATM). We run Boolean searches based on a collection of 55 topics and about 160,000 MEDLINE® citations used in the 2006 and 2007 TREC Genomics Tracks. For each topic, we first automatically construct a query by selecting keywords from the question. Next, each query is expanded by ATM, which assigns different search tags to terms in the query. Three search tags: [MeSH Terms], [Text Words], and [All Fields] are chosen to be studied after expansion because they all make use of the MeSH field of indexed MEDLINE citations. Furthermore, we characterize the two different mechanisms by which the MeSH field is used. Retrieval results using MeSH after expansion are compared to those solely based on the words in MEDLINE title and abstracts. The aggregate retrieval performance is assessed using both F-measure and mean rank precision. Experimental results suggest that query expansion using MeSH in PubMed can generally improve retrieval performance, but the improvement may not affect end PubMed users in realistic situations. 相似文献
Students’ science-related career expectations are important for predicting their future science, technology, engineering, and mathematics (STEM)-related educational and occupational attainments. This study examines the degree to which standards-based external examinations are associated with a student’s propensity for pursuing science-related professional occupations. The science-related fields included in the analysis are mathematics, physical and life science, and engineering/computing. Three-level hierarchical generalized linear models are employed to analyse international survey and student achievement data from the Programme for International Student Assessment (PISA). The analyses show that students in national education systems that require standards-based external examinations have lower expectations for science-related professional careers than students in the systems that do not use such examinations. This negative association remained constant by gender as well as across levels of science performance. From an educational policy point of view, the results suggest the negative consequence of standards-based external exams in fostering students’ interests in pursuing science-related careers. 相似文献
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