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141.
142.
How educational goals are conceptualized as a construct has implications for developing and evaluating educational programs and activities. The author used EQS 3.0 to test the factorial validity of 4 models of conceptualization of educational goals by conducting confirmatory factor analysis on empirical data collected from 1,134 education faculty members. The 4-factor model espoused by Goodlad fit the data best, and the participants wanted academic, vocational, personal, and social goals to be in relative harmony. Implications for educational theory, practice, and research are discussed. 相似文献
143.
This study investigated the relationship between applicant characteristics and their impression management (IM) tactics used in 51 videotaped employment interviews. Findings show verbal aggressiveness is significantly related to self‐enhancement and entitlements tactics. Data also confirmed significant differences between male and female applicants, African American, Latino/a American, and European American applicants, and temporary and permanent employment applicants and their use of IM tactics. No significant relationship was found between communication apprehension and argumentativeness of the applicants and their use of IM tactics. 相似文献
144.
Kevin G. Lamude Joseph Scudder Donna Simmons Patricia Torres 《Communication Research Reports》2013,30(1):60-67
This study examined the relationship between newly hired employees’ characteristics (i.e., temporary vs. regular employee, superior‐subordinate gender‐dyad combinations), supervisors initial tactics of influence, subordinate communication satisfaction, and quality of leader‐member exchange. Results from 148 (71 temporary) new hires indicated (a) employee characteristics were not significantly related to the leader‐member exchange, (b) supervisors initial use of prosocial influence tactics were significantly and positively related to the quality of leader‐member exchange, and (c) subordinates’ satisfaction with communication was significantly and positively related to the quality of leader‐member exchange. 相似文献
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146.
Cyril Oberlander Dan Streeter 《Library Collections, Acquisitions, and Technical Services》2004,27(4):213-506
The following presentation to the Acquisitions Institute at Timberline Lodge focuses on LibStatCAT, a prototype collection assessment tool under development at Portland State University. Our presentation explores the current uses of LibStatCAT, as well as future developments of LibStatCAT as a regional library data farm for comprehensive assessment of library collections and services for individual libraries and cooperative collection development. We share a variety of other collection assessment tools in use at Portland State University Library. 相似文献
147.
148.
Wilber D. Simmons 《Roeper Review》2013,35(4):31-33
The author presents many ideas for spicing up the foreign language classroom and challenging learners with advanced abilities. 相似文献
149.
Barbara Houbre Cyril Tarquinio Jean-Baptiste Lanfranchi 《European Journal of Psychology of Education - EJPE》2010,25(1):105-123
Bullying between students in the school setting is an increasing problem. Bullying can be defined as any form of repeated
mental or physical violence carried out by one or several individuals on a person who is not capable of defending himself
(Roland and Idsoe, Aggress Behav 27:446–462, 2001). The aim of this paper is to observe the expression of self-concept and adjustment strategies developed by children subject
to this kind of violence. Five hundred twenty-four students between the ages of 8 and 12 (m = 9.44) participated in the longitudinal study. Two measurements were made during the same school year at an interval of
6 months. The results show that the student victims of bullying present weaker self-conceptions than the control group. Recourse
to avoidance strategies would be dominant among student victims of bullying. Moreover, recourse to “avoidance” type strategies
would lead to an increase in the frequency of bullying while recourse to “approach”-type strategies would lead to a reduction
in it. Furthermore, it would seem that recourse to avoidance strategies at T1 lowers the student’s self-concepts at T2. The
opposite effect is observed with the approach strategies. These different results emphasize the necessity to establish prevention
programs which allow an intervention simultaneously on the level of the school, the family, and the student. 相似文献
150.
Lakisha L. Simmons Chris B. Simmons Mario Hayek Rachida Parks Victor W. Mbarika 《Decision Sciences Journal of Innovative Education》2012,10(4):547-574
A significant body of literature focuses on learning mediated by technology (eLearning). We conceptually develop and empirically test a model of trust antecedents with online undergraduate students. Contributing to the student eLearning success literature, we posit that eLearning students require the support of technologies and trust in those technologies to feel satisfied with their learning and perceive that they will have a positive learning outcome. This study considers the effect of culture by comparing the trust and satisfaction of American and Latin American students in eLearning technologies. By conducting this study in two countries that differ in terms of national culture power distance and individualism, we learned that culture directly and significantly impacts trust in learning technologies. Culture also significantly changes the strength of the relation between trust and satisfaction. Future research directions and implications for researchers and higher education instructors are discussed. 相似文献