The Long-Term Care Workforce Crisis: Dementia-Care Training Influences on Job Satisfaction and Career Commitment

The present study compares changes in job satisfaction and career commitment among Alzheimer's care staff participating in a two-phase, state-level training collaborative to improve dementia care. Results reveal an increase in extrinsic job satisfaction and a decrease in career commitment. Findings could be related to the effects of both the training interventions and the time lag in data collection. Decreases in career identity depended on whether participants showed a deeper involvement in aging concerns with respect to future employment. Implications for the implementation of future interventions for direct-care staff within a context of organizational and systems-based change are discussed.     

Communicator style and social style: Similarities and differences between the sexes

Currently there is much interest in the research literature concerning sex differences for communicator style. This study investigated differences between males' and females' self‐perceptions on Norton's (1983) Communicator Style Construct and on the Social Style Profile (Buchholz, Lash brook & Wenberg, 1976). Forty‐three males and 42 females completed these measures as volunteers in a classroom setting. The results indicated that males' and females' self‐report responses do not differ significantly across these measures. An exploratory cluster analysis of communicator style provided a heuristic for future research.     

La enseñanza del valor posicional y de la adición en dos columnas

En este artículo, la autora sostiene que la enseñanza de los mecanismos operativos de la adición, cuya automatización no por ser necesaria debe imponerse desde fuera, debe hacerse desde una comprensión por parte del niño de las reglas de esa convencionaliaad, pactándola con ellos mediante procedimientos didácticos diferentes a los tradicionalmente utilizados en preescolar.     

Dynamic and integrative capabilities for profiting from innovation in digital platform-based ecosystems

For firms at the center of platform-based ecosystems, Teece (2018) argues that dynamic capabilities can enable the firms to create and capture value by building ecosystems and designing appropriate business models. In line with the original Profiting From Innovation (PFI) framework, Teece (2018) also argues that complementary asset providers may be able to capture substantial value. Here we provide a theoretical analysis that explains the ways in which dynamic capabilities underpin not only value creation but also value capture by platform leaders. We propose that three types of dynamic capabilities at a minimum are critical for platform leaders: innovation capabilities, environmental scanning and sensing capabilities, and integrative capabilities for ecosystem orchestration. We further argue that integrative capabilities play a key role in improving the ability of platform leaders to capture value.     

Museum Fever in France

In the 1980s, a wave of construction and renovation swept through the French museum world. It was driven by the need to renovate badly deteriorating museums and a growing awareness of the importance and potential of museums for tourism, economic dynamism, and local prestige. Until the early 1990s, a new museum opened every month, covering an impressive scale of subjects from art and archaeology to salt and combs. The French museum has witnessed many relatively sudden changes, some of them bringing French practice closer to American methods. But change is selective, and the French museum remains typically French. Recent developments are here evaluated in the dual context of the history of French museums and the ways in which they differ from the American style.     

The discriminant validity of the stroop color and word test: Toward a cost-effective strategy to distinguish subgroups of disruptive preadolescents

The purpose of this study was to verify the discriminant validity of the Stroop Color and Word Test (SCWT) in screening between subgroups of disruptive children. Sixteen disruptive boys with symptoms of attention deficit (AD) were compared to a group of 16 disruptive boys without attention deficit (DIS) and to 16 controls (CO). A stepwise discriminant function analysis indicated that the AD group was significantly distinct (had a lower score) in comparison to the DIS and CO on the color-word score. The AD group also showed more hesitations on the color-word card than did controls. Implications for assessment of disruptive children with the SCWT in elementary schools are discussed.     

A comparison of the PPVT-R and WISC-R with rural children referred for assessment

The present study investigated the relationship between the Revised Peabody Picture Vocabulary Test (PPVT-R) and the WISC-R for a naturally occurring sample of rural children referred for assessment (N = 53). The results indicated that the PPVT-R was highly correlated with WISC-R scale and subtest scores. Examination of a sub-sample of developmentally handicapped students revealed substantial reduction in correlational relationships as a function of reduced sample size and restricted range of general ability. While the PPVT-R was found to underestimate all three WISC-R scale scores, the discrepancy between the PPVT-R standard scores and the WISC-R Performance Scale score was the only statistically significant underestimation. Results are discussed in terms of prior research findings and implications for interpretation.     

Beginning the Process of Rethinking Mathematics Instruction: A Professional Development Program

This article describes a professional development program that introduces middle school teachers to an inquiry approach to mathematics instruction as a vehicle to reform their teaching of mathematics. The program is characterized by the use of a few illustrative units that provide an integrated context for experiences as learners and experiences as teachers. Project participants consisted of mathematics and special education teachers in school-based support teams led by school facilitators. Results suggest that the illustrative units were of considerable value in promoting reform. The benefits of including an heterogeneous group of teachers in the same professional development program and of involving teachers from the same school are also discussed.