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101.
Pamela Tontodonato 《Journal of Criminal Justice Education》2013,24(1):162-180
Students majoring in criminal justice present an “embarrassment of riches” for academic programs, so little attention has been given to these students and their perspectives on criminal justice programs. However, the assessment movement in higher education and the ACJS encourage self‐examination and program improvement. Further, student satisfaction has been recognized as an important element in the discussion of school and program quality and effectiveness. The present paper presents data from an outcome survey of graduating seniors from a Midwestern public university, with a focus on the reasons why students chose the major, career plans upon graduation, and program satisfaction. The paper explores possible predictors of these variables and discusses the implications of these results for criminal justice faculty, students, and programs. 相似文献
102.
Pamela Dale 《History of education》2013,42(5):595-615
The economic difficulties currently being experienced in the United Kingdom have served to further intensify debates about the role different kinds of education could and should play in both preparing individuals for work and boosting economic growth. However, these contemporary and historical debates have tended to neglect vocational guidance. This article offers a case study of an experiment to boost vocational guidance in schools during the period of social and economic dislocations that followed the First World War. The scheme drew on the thinking of influential figures like Cyril Burt, and at a theoretical and practical level sought to better connect the classroom with the workplace. Its stated aim was to better prepare children for employment and encourage school-leavers to find work that suited them. 相似文献
103.
Utilizing 2068 individuals in 60 organizations in the U.S. and Italy, this study (a) examines the overall relationship between trust in top management and immediate supervisor and overall estimates of satisfaction and perceived organizational effectiveness, (b) compares the amount of variance in satisfaction and effectiveness that can be explained by trust in top management to the amount of variance explained by trust in immediate supervisor, and (c) clarifies the role of information receiving as a predictor of trust in top management and immediate supervisor. Results of a canonical correlation analysis indicated that the canonical equation explained 49% of the variance in the linear composites (Canonical R = .69, p < .001). Trust in top management was more strongly associated with satisfaction and effectiveness than was trust in immediate supervisor. Tzvo separate multiple regression analyses indicated that after controlling for geographic location of company and type of industry, information received about job and organizational issues uniquely explained 26% of the variance in trust in top management and 13% of the variance in trust in immediate supervisor. 相似文献
104.
Thomas R. Zentall Peter J. Urcuioli Joyce A. Jagielo Pamela Jackson-Smith 《Learning & behavior》1989,17(2):172-178
Coding strategies developed in the acquisition of delayed conditional discriminations can be assessed by independently manipulating sample and comparison memory load. Two stimulus dimensions that can affect memory load were examined: Number of stimuli in the sample and comparison sets (two vs. four) was manipulated between groups in a 2×2 design, and discriminability of sample and comparison stimuli (hues vs. lines) was manipulated between counterbalancing subgroups and within subjects. The results indicated large effects of sample discriminability but not of comparison discriminability, evidence for retrospective coding. There was also a significant effect of number of stimuli in the comparison set (although only with hard-to-discriminate samples) but not of number of stimuli in the sample set, evidence for prospective coding. These findings suggest evidence for retrospective coding with easy-to-discriminate samples, independently of number of stimuli in the comparison set, and evidence for prospective coding with hard-to-discriminate samples. 相似文献
105.
Jennifer Bragger Eugene J. Kutcher Gaynell Schettino Bridget Muzyczyn Pamela Farago Emily Fritzky 《Performance Improvement Quarterly》2016,29(2):97-124
Structuring job interviews is a method of decreasing bias and increasing the predictive validity of job performance, but research suggests that applicants can react negatively to structure (Chapman & Zweig, 2005) and that negative attitudes about selection tools can predict performance (Hausknecht, Day, & Thomas, 2004). The current exploratory study investigates how structuring the job interview in conjunction with priming the ethnicity and sex of the applicant, and in some conditions providing an explanation of the structure, affected post‐interview cognitive ability performance. Three levels of structure were randomly assigned. Those who experienced a structured interview without an explanation of its purpose scored lower than those who experienced an unstructured interview, but those who experienced a structured interview with an explanation of its purpose did not score lower than those who experienced an unstructured interview. Scores differed for females and Hispanics depending on the structure condition, but not in the same manner. Implications for recruitment, selection, and performance management are discussed. 相似文献
106.
Petrill S Logan J Hart S Vincent P Thompson L Kovas Y Plomin R 《Journal of learning disabilities》2012,45(4):371-381
The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were longitudinally stable across two measurement occasions. These results suggest that math fluency, although related to other math measures, may also be a genetically distinct dimension of mathematics performance. 相似文献
107.
For interactants to build a relationship over the course of several encounters they must be able to remember at least some of what transpired in earlier interactions. This study investigated two questions: do expectations about future interactions influence conversational memory, and do conversational participants remember more than observers? Subjects with a choice about whether to interact with their partner again (or about whether to interact with one of the persons they observed) remembered less in general than those expecting to interact with the same person or expecting to interact with a different person. This may be because interactants with a choice focused on securing non‐discursive information in order to reduce uncertainty, rather than on remembering details of what was said in the conversation. Participants remembered significantly more conversational information using cued recall than observers. They also remembered more than observers using recognition items for actual communication behavior. Participants are likely to have stronger memory traces than observers, which explains generally superior memory performance. 相似文献
108.
Michael Dixon Pamela Beveridge Charlotte Farrior Beth Ann Williams William Sugar Abbie Brown 《TechTrends》2012,56(6):44-48
Four graduate students were tasked with creating a real-world solution to a problem faced by the instructional technology masters program in which they were participating. While taking an online course in multimedia instructional product development, part of East Carolina University??s Masters of Science in Instructional Technology degree program, a team of students faced the challenges of being physically separated, lacking some software and hardware tools, and the relatively brief development period of a semester??s time, to produce supplemental instructional content for students new to the masters program. Working from locations scattered throughout North Carolina, the production team found the time and resources, and relied on the strengths of individual team members, to produce an online orientation for students new to the instructional technology masters program. 相似文献
109.
110.
Pamela Ajoku 《Action Learning: Research and Practice》2015,12(1):3-21
A field study focused on learning capabilities within action learning sets was used to evaluate potential opportunities between action learning and transformational learning. The use of action learning as a methodology for the acquisition, sharing and transfer of information while integrating an added perspective for transformational learning within the action learning set was investigated. There could be occurrences of transformation within action learning and critical action learning sets. However, there could be the added possibility of using action learning as a potential vehicle for an enhanced or more specific focus on transformational learning. It is useful to explore this potential, especially when there is an increased awareness regarding associations between action learning and transformational learning. Within such learning environments, there could also be the increased potential for outcomes that transform an individual, group or organization. The use of transformational elements based on discussions and resulting themes that occur within action learning sessions are discussed with the aim of encouraging personal development, enhancing skills and engaging in adult learning that could lead to organizational development. Recommendations for these environments are also presented. 相似文献