Evaluation of a teacher's classroom performance using the Florida performance measurement system

This article documents the use of the screening and formative observation instruments of the Florida Performance Measurement System; a system whose content validity, reliability, and predictive validity has been established for use in evaluating beginning, certified, and master teachers. A videotaped lesson, taught by the Secretary of Education, William Bennett, was coded and the data analyzed by reference to the norms of high school teacher performance in Florida. The specific strengths and areas of potential improvement of the teacher's performance are identified and constructive changes in performance suggested.     

Predicting Reinforcement and Punishment Behaviors in College Students Coping with Substance Misuse: An Application of Inconsistent Nurturing as Control Theory

Managing a romantic partner’s substance misuse can be challenging, especially in cases where attempts to show support end up worsening the negative behavior. Understanding what might predict one’s actions towards a partner who smokes or drinks can help to alleviate some of the difficulty associated with these interactions. Therefore, this study was designed to examine how issues of undesirable substance use are managed within college students’ romantic relationships. More specifically, the study applied inconsistent nurturing as control theory to assess the extent to which relational uncertainty, perceived network helpfulness, and perceived network hindrance predict the reinforcement and/or punishment of a partner’s smoking or drinking. Results from cross-sectional, self-report survey data (n = 203) revealed that perceived network helpfulness and hindrance were both significant predictors of punishment but not reinforcement. Relational uncertainty was not a significant predictor of reinforcement or punishment. Implications for studying predictors of reinforcement and punishment strategies are discussed, as is the importance of communicating about young adult substance misuse within romantic relationships.     

‘I think we should take this offline . . .’: conversational patterns that undermine effective decision making in action learning sets

Collective decision making is an increasing requirement in organizations where the emphasis is on team work at every level. It is, however, very complex and difficult to achieve in practice. Too frequently, important discussions are bypassed or, while the majority of the meeting participants remain mute, decisions are being made by a vocal few. In other words, the meeting may at first appear to be inclusive in its decision making but the reality may be starkly different. In addition, very little is known about how senior executive groups go about attempting to develop collective decisions. In this action learning action research (ALAR) study, which extended over a six-month period, conversational patterns were identified in which the AL set engaged at precisely the point where they failed to achieve their aim of openly addressing important issues. Through an analysis of three of these patterns, and drawing on the work of Argyris and others, this article demonstrates how difficult topics were avoided by the group, thereby compromising the executives group's capacity to engage in effective collective decision making.