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291.
Tyler W. Watts Tutrang Nguyen Robert C. Carr Lynne Vernon-Feagans Clancy Blair 《Child development》2021,92(4):e439-e456
This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6–11 years old). Drawing on data from a longitudinal study of children in predominantly low-income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, we found that changes in classroom quality had small and statistically nonsignificant effects on achievement and behavior. However, we found that moving into a high-quality classroom, particularly those rated as high in Classroom Organization, had positive effects on achievement and behavior for children with significant exposure to poverty in early life. 相似文献
292.
Greene Jeffrey A. Copeland Dana Z. Deekens Victor M. 《Educational Psychology Review》2021,33(3):883-913
Educational Psychology Review - Increases in technology use, among youth and adults, are concerning given the volume of information produced and disseminated in the modern world. Conceptual models... 相似文献
293.
Raymond S. Pastore Alison A. Carr‐Chellman Neal Lohmann 《Performance Improvement Quarterly》2011,23(4):27-48
The purpose of this study was to examine the effects of implementing user design strategies within the corporate culture. Using a case study design approach, this article explores the change process within a Fortune 100 company in which users were given significant decision‐making powers. The main focus is on the unique nature of user design in a corporate environment where users become stakeholders in the process, a very different approach from the more typical top‐down management style. The study found that allowing users to design their own day‐to‐day processes gave them a sense of empowerment in their jobs because they could manage how they worked as long as they were meeting company goals. As a result, users were better able to manage their jobs, solve process‐related problems, and increase efficiency. 相似文献
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Clay Carr 《Performance Improvement Quarterly》1993,6(4):115-126
Books and articles promoting “diversity” abound. Many of their authors are not clear what they mean by diversity. Many seem to be naive about the amount of conflict “diversity” can engender. And almost all authors assume–without presenting any meaningful evidence–that diversity is somehow good for organizations. This article attempts to define diversity, suggest the conflict that is often associated with it, and then investigate the conditions (if any) under which diversity with its attendant conflict can benefit the organization. 相似文献