The Idea of Academic Administration   总被引：1，自引：0，他引：1  

RONALD BARNETT 《Journal of Philosophy of Education》1993,27(2):179-192

ABSTRACT Academic administration is not to be construed simply as a technical practice, the development of efficient management systems, nor as reactive, as response to the collective views of the academic community, nor in terms of academic leadership, the establishment and implementation of institutional aims. A full account of academic administration will provide a sense of the integral relationship between the academic administrator and the academic community. For that, a prior notion of the academic community is required. Such a notion, giving a central place to structured discourse, can be derived from the German idea of the university and particularly from the writings of von Humboldt, Karl Jaspers and Jurgen Habermas.  相似文献   

A COMPARISON OF THE RELIABILITY AND VALIDITY OF TWO METHODS FOR ASSESSING PARTIAL KNOWLEDGE ON A MULTIPLE-CHOICE TEST     

RONALD K. HAMBLETON  DENNIS M. ROBERTS  ROSS E. TRAUB 《Journal of Educational Measurement》1970,7(2):75-82

Differential weighting of response alternatives and confidence testing have been proposed as ways to assess partial knowledge on multiple-choice tests. 211 students in an educational measurement course took their midterm examination under one of three procedures. Results from those students administered the test under conventional directions provided a baseline for comparing, in terms of reliability and validity, the results from students who took the test under the differential weighting of response alternatives or the confidence testing instructions. Reliability was estimated by the split-half technique. Validity was estimated by correlating midterm test scores with scores on a final examination. This investigation provides some support for the contention that validity can be improved using more sophisticated testing techniques. Suggestions for the conduct of more definitive studies were offered.  相似文献   

LATENT TRAIT MODELS AND THEIR USE IN THE ANALYSIS OF EDUCATIONAL TEST DATA1,2,3     

RONALD K. HAMBLETON  LINDA L. COOK 《Journal of Educational Measurement》1977,14(2):75-96

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中国法律下的知识产权质押     

RONALD .C.C  王恒福  马明宇 《中国发明与专利》2006,(11)

多种原因造成了知识产权担保在发放信贷方面的重要性不如其他财产的担保。原因之一是知识产权具有一些特殊属性,一些潜在贷款人对这种财产属性缺乏了解。另一个原因是对许多知识产权的估价存在困难,相关法律在调整这些法定权利上的担保权益方面也不甚健全。尽管金融机构及其法律顾问已经越来越多地理解了知识产权担保借贷中的诸要素,但以知识产权担保的融资仍处在初期阶段。这是一个无论在法律领域,还是在信贷实践方面都很复杂的问题。立法者在回应专门立法需求以促进其发展方面也行动缓慢。这就进一步增加了用知识产权这种价值可能很大、但寿命又可能很短的财产做担保提供信贷的不确定性。  相似文献   

Does Higher Education have Aims?   总被引：1，自引：0，他引：1  

RONALD BARNETT 《Journal of Philosophy of Education》1988,22(2):239-250

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A MODEL FOR USING THE FINAL EXAMINATION AS A MEASURE OF THE AMOUNT LEARNED IN CLASSROOM LEARNING1     

RONALD P. CARVER 《Journal of Educational Measurement》1969,6(2):59-68

A student's score on the final examination in a classroom learning situation does not necessarily represent the amount learned during the course. Various measures of gain have been advanced to measure the amount learned, but all have subsequently been found inadequate. It is hypothesized that the relationship between test scores and knowledge is curvilinear. A rationale is presented for the curvilinear nature of the posited relationship and for the fit of the model to classroom learning. From hypothetical data conforming to the model expressed in a mathematical formula, it was shown that it is possible for the final examination to be the best indicant of amount learned, even though individuals are not equal in proficiency at the beginning of the learning task. Based upon several considerations it was concluded that, at present, the best indicant of amount learned in many classroom situations is the final examination.  相似文献   

A NOTE ON THE "COMMON"     

RONALD LEVY 《Educational theory》1957,7(1):74-75

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A Leadership Approach for Counselors     

LOREN I. MOORE  RONALD H. FREDRICKSON 《Counselor Education & Supervision》1977,17(1):58-64

A leadership approach applicable for counselors and guidance directors is presented. Videotapes of groups that were given leadership problems were informally studied and a number of dimensions identified that would help counselors in developing a leadership approach appropriate for their situations. The importance of counselors recognizing that leadership skills are different from counseling skills is key to department or unit accomplishments. The importance of first estimating the maturity of the group to accomplish the task is essential in using the correct combination of task-oriented behavior and relationship-oriented behavior. A situational life-cycle approach to leadership is presented as an appropriate option for counselors to consider when they are in leadership roles.  相似文献   

TEST ITEM ARRANGEMENT, TESTING TIME, AND PERFORMANCE     

RONALD N. MARSO 《Journal of Educational Measurement》1970,7(2):113-118

Two experiments were conducted to determine if a relationship exists between test item arrangements and student performance on power tests. The primary hypotheses were: item arrangements based upon item difficulty, similarity of content, or order of class presentation do not influence test score or required testing time. In the first experiment 122 subjects were randomly assigned to three item difficulty arrangements of 139 test items with a 0–100% difficulty range, and in the second experiment 156 subjects were randomly assigned to three item content arrangements of 103 items. Results of analyses of variance with test anxiety used as a classification factor supported the hypotheses.  相似文献   

Further Exploration of the 16-PF and Counselor Effectiveness     

JERALD R. FORSTER  RONALD L. HAMBURG 《Counselor Education & Supervision》1976,15(3):184-188

This study reexamines the relationship between the Sixteen-Personality Factor (16-PF) Questionnaire and counselor performance ratings. The 16-PF was administered to 30 full-time counselor trainees. Supervisor ratings of counseling effectiveness in practicums were correlated with raw scores of counselors on the 16-PF. Data revealed that the pattern of relationships indicated by significant correlations is not consistent across this and three other studies using the 16-PF. The results of this study and the reanalysis of previous studies indicate that it would not be advisable at this time for counselor educators to identify or predict effective counselors on the basis of the 16-PF.  相似文献