Managing learning and communication systems as business assets     

Diane M. Gayeski  James D. Russell 《Performance Improvement》2005,44(7):45-47

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Social-emotional competence trajectories from a school-based child trauma symptom intervention in a disadvantaged community     

Morica Hutchison  Beth S. Russell  Mackenzie N. Wink 《Psychology in the schools》2020,57(8):1257-1272

Childhood exposure to traumatic experiences and subsequent psychological symptoms increase the risk for lifelong behavioral and mental health problems, including depression diagnoses, reduced adaptive coping strategies, substance abuse, and early death, with negative impacts on children's social development and academic achievement. Social-emotional competence (SEC) is a key component of resilience to trauma exposure, and early deficits predict increased problem behaviors include delinquency and substance use. SEC is a protective factor that moderates the relationship between risks associated with trauma and subsequent outcomes. The current study used a longitudinal experimental design (treatment vs. comparison) to examine outcomes from a trauma-informed initiative in a disadvantaged community with high trauma exposure rates for K-8th grade students (n = 245). The intervention focused on bolstering children's social-emotional skills and resilience while reducing trauma symptoms and improving academic performance through multimodal programming. Hierarchical Linear Modeling indicated significant improvements in SEC from the intervention group, in contrast to the comparison group (B = 3.42, t = 3.04, p < .01), with gender effects indicating females see the greatest benefit (B = 3.52, t = 4.27, p < .01). Results indicated the significance of addressing SEC for children in disadvantaged communities, particularly those indicating a trauma history and resulting symptomology, as well as boys, who indicated reduced treatment effects.  相似文献   

Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades     

Russell Gersten  Rebecca Newman-Gonchar  Joseph Dimino  Madhavi Jayanthi 《Journal of research on educational effectiveness》2020,13(2):401-427

Abstract

This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading difficulties in Grades 1–3. We used random-effects meta-regression models with robust variance estimates to summarize overall effects and to explore potential moderator effects. Results from a total of 33 rigorous experimental and quasi-experimental studies conducted between 2002 and 2017 that met WWC evidence standards revealed a significant positive effect for reading interventions on reading outcomes, with a mean effect size of 0.39 (SE = .04, p < .001, 95% CI [0.32, 0.46]). Moderator analyses demonstrated that mean effects varied across outcome domains and areas of instruction.  相似文献   

Criterion‐referenced test development: Technical and legal guidelines for corporate training and certification     

Sharon Shrock  William Coscarelli  James D. Russell 《Performance Improvement》2002,41(5):47-49

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Allow me to introduce: Walter dick     

James D. Russell 《Performance Improvement》2000,39(10):12-14

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The Performance Technologists' Library‐PIQ's Book Review Column     

James D. Russell 《Performance Improvement Quarterly》2002,15(2):128-130

Performance Intervention Maps. 2001. Ethan S. Sanders and Sivasailam “Thiagi” Thiagarajan. Published by the American Society for Training and Development and the International Society for Performance Improvement; 281 pages; ISBN 1–562862–93–6.  相似文献   

The Performance Technologist's Library‐PIQ's Book Review Column     

James D. Russell 《Performance Improvement Quarterly》2001,14(3):148-150

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Performance improvement interventions series. Instructional design and training (volume 2) performance technologies in the workplace (volume 3) culture and systems change (volume 4)     

Peter Dean  David Ripley  Jim Russell  Renee L. Loth Cali 《Performance Improvement》1999,38(8):40-43

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Change,choices, and consequences: A guide to mega thinking and planning by Roger Kaufman,CPT     

James D. Russell 《Performance Improvement》2007,46(10):45-47

Roger Kaufman, CPT, is professor emeritus from Florida State University, director of Roger Kaufman & Associates, and Distinguished Research Professor at the Sonora Institute of Technology. He has published 38 books and over 250 articles on strategic planning, performance improvement, quality management and continuous improvement, needs assessment, management, and evaluation. Change, Choices, and Consequences (ISBN: 0–87425–924‐X) is published by HRD Press and ISPI. The publisher may be reached online at www.hrdpress.com or by phone at 800–822–2801.  相似文献   

Building positive participation: Activities for energizing your training sessions     

Suzy Siddons  Jane Allan  James D. Russell 《Performance Improvement》2002,41(9):41-43

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