Knowledge of the Human Performance Technology Practitioner Relative to ISPI Human Performance Technology Standards and the Degree of Standard Acceptance by the Field

Despite the availability of the human performance technology (HPT) competency standards, the degree to which practitioners within HPT practice the standards has not been the subject of significant empirical research. The present study examines whether the International Society for Performance Improvement HPT standards accurately describe the threshold of competency within HPT and the degree to which practitioners apply and utilize the competency standards.     

Bottom-up versus top-down policies towards the commercialization of university intellectual property

What national policies are most efficient in promoting the commercialization of university-generated knowledge? We address this question by characterizing and evaluating the policy pursued in Sweden and the US, two countries that put a great deal of resources into university R&D, but follow very different models for commercialization. Despite a leading academic record, there is an impression of laggard rates of commercialization of academic research results in Sweden. Although there exist no micro data to evaluate this impression, we argue that it is likely to be true in part due to the top-down nature of Swedish policies aimed at commercializing these innovations as well as an academic environment that discourages academics from actively participating in the commercialization of their ideas. This sits in stark contrast to a US institutional setting characterized by competition between universities for research funds and research personnel, which in turn has led to significant academic freedoms to interact with industry, including significant involvement in new firms.     

POTENTIAL IMPACT OF THE ADDITION OF A WRITING ASSESSMENT ON ADMISSIONS DECISIONS

The effects that adding a writing measure to theGraduate Management Admissions Test would have on thegender and ethnic composition of an admissions pool wereevaluated. Data from the first operational administration of the Analytical WritingAssessment in October 1994 were used. Standardizeddifferences from the white male reference group werecomputed separately for men and women in four ethnicgroups: white, Asian-American, African-American, andHispanic/Latino. Within the white, African-American, andHispanic/Latino groups, women received higher scoresthan men on the Analytical Writing Assessment; in the Asian-American group, men receivedhigher writing scores, but the difference was not asgreat as on the Verbal score. Examinees whose bestlanguage was not English scored relatively higher on the Analytical Writing Assessment than on theVerbal measure. Simulations of eligibility for anadmissions pool suggested that the addition of theAnalytical Writing score would noticeably increase thenumber of women in the pool, but would have virtuallyno impact on ethnic minorities. Rater and scorereliability were reasonably consistent across ethnic andgender groups.     

Coaching pedagogy and athlete autonomy with Japanese university rowers

Abstract

It has been suggested by some authors that, given the relationship between dependence and vulnerability to exploitation, a shift in coaching away from surveillance and control and towards autonomy-supportive behaviours by coaches will be conducive to athlete welfare. This paper utilizes an ethnographic approach, underpinned by the theoretical position of the later writings of Foucault, to understand the autonomous practices of athletes in a Japanese university rowing club. Of particular interest are the ways in which the relative absence of the coach contributes to athlete autonomy. The long-term sport-education of these Japanese university rowers results in an enduring subjectification that no longer requires the intervention of any coach. At the same time, these Japanese rowers still actively and autonomously engage in practices of the self, expressed in non-strategic, interactional ways.     

Daily steps in midlife and older adults: relationship with demographic, self-rated health, and self-reported physical activity

The relationship between average daily step counts and age, body mass index (BMI), self-reported physical activity (PA) level, and perceived health was determined in 85 middle-aged and older adults who wore a pedometer for 7 consecutive days. Average daily steps were significantly (p < .05) correlated with BMI (r = -.26), age (r = -.44) and perceived health (r = .53) but not with self-reported PA level (r = .19). The adjusted percentage of participants classified as meeting the PA recommendation in < or = 5,000, 5,001-9,999, and > or = 10,000 steps/day categories ranged from 53 to 61%. These findings support previous evidence in younger populations suggesting that the recommended minimal level of health-related PA may be achieved despite not accumulating 10,000 steps/day.     

Making the hard decisions: Student teachers moving towards ethical judgment

Abstract

In Australia in recent years, as in other countries, there has been media attention to, and public interest in, the ethical and proper behavior of people considered to be leaders in society. Some have been “caught out” for acting unethically—harming children, engaging in corruption, disregarding human rights and dignity. The time is right for educators, researchers and authors to demonstrate leadership in ethics by focusing on morals and ethics more strongly and overtly.

The teaching profession has not escaped scrutiny and criticism of their ethical practice. Members of the early childhood sector of the profession however, have demonstrated proactive leadership in ethics. In Australia, for example, a code of ethics and supporting materials were developed and leaders continue to develop supporting resources. This paper focuses on the professional preparation of the next generation of early childhood teachers. It has two primary purposes. Firstly, I raise questions about current notions of student teacher preparation for ethical practice in complex, changing contexts. Secondly, I propose some ideas aimed at better preparing student teachers for ethical judgment.     

A REPLY Listening to How You're Heard: On translations,mistranslations, and really bad mistranslations

This study explored the use of video cases to teach literacy instruction to special education pre‐service teachers. One class of pre‐service teachers was examined for knowledge gains and attitudes towards video cases as an instructional medium. Results suggest that video cases did not result in greater learning of phonemic awareness or reading comprehension topics than traditional lectures with discussion teaching. They also provided comparative data on student teachers’ responses to video versus traditional face‐to‐face instruction. Further implications for special education teacher preparation and future research directions are discussed.     

THE EFFECT OF ACADEMIC FACTORS ON TRANSFER STUDENT PERSISTENCE AND GRADUATION: A COMMUNITY COLLEGE TO LIBERAL ARTS COLLEGE CASE STUDY

Critics contend that enrollment in a community college lessens the likelihood that a student will complete a bachelor's degree (S. Brint & J. Karabel, 1989). A number of studies have examined personal, demographic, and environmental characteristics that influence the academic performance of community college transfer students. This research has included characteristics that are not readily available to admissions representatives at four‐year institutions, and studies have not considered the private, liberal arts college as the senior institution.

The purpose of this study was to identify easily ascertainable characteristics that occur prior to transfer and to assess the relationship of these characteristics to persistence and baccalaureate attainment at a private, liberal arts college. Two academic factors related to persistence and graduation were included in the methodology: completion of the associate (AA) degree and community college grade point average (GPA) The subjects for the study were 200 students who completed the AA degree and transferred from one of three community colleges to a private, liberal arts college over a 5‐year period.

Results indicated that whereas completion of the AA degree resulted in a higher persistence/graduation rate, completion of the AA degree with a community college GPA of 3.0 or higher increased the persistence/graduation rate to a level equal to that of native students.     

A QUALITY INITIATIVE FOR POSTSECONDARY TECHNICAL INSTRUCTORS

The quality of instruction provided through the post‐secondary technical institutes reflects the capabilities of the instructors. It would be ideal ifinstructors were trained through traditional teacher education programs. However, instructors inpost‐secon‐dary technical education generally have few collegiate programs in teacher preparation available to them.

The Georgia Instructor Academy is responsible for delivering in‐service training to both new and experienced instructors. The academy is divided into three specific divisions: the Technical Training Division, the Instructor Training Institute (ITI), and the Professional Development Division.

Technical Training provides instructors with opportunities to advance their occupational expertise. Training is delivered through classes, workshops, seminars, and industry‐based practicums and internships.

The ITI delivers pedagogical development. It provides new instructors with the basic pedagogical skills needed to become effective teachers. The ITI is broken into three hierarchical phases.

Professional Development provides experienced instructors with activities that enhance their professional lives. Classes, seminars, and workshops offer instructors opportunities to serve themselves, their home institutes, and professional organizations.

Educationally, the Georgia Instructor Academy provides various opportunities to develop and enhance the quality of Georgia's postsecondary technical teachers. By addressing these three important areas of teacher education this comprehensive program will benefit both students and, ultimately, the State of Georgia.