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81.
Will Hickey 《Performance Improvement Quarterly》2004,17(1):81-101
With vast amounts of foreign capital entering China yearly, there is a strong need to build its human capital to Western accepted levels. A plethora of external vendors offering training and consulting interventions to develop this labor force have quickly followed this investment. An evaluation of what these vendors are actually offering based on Donald Kirkpatrick's widely accepted “Four Levels of T&D Evaluation” is put forward. The findings are that while Chinese management does acknowledge the strong knowledge pool these companies can offer, they find that the high ethnocentric delivery of the skills content is an impediment to learning. They are also unhappy with the high costs, over usage of part‐time consultants, and a lingering perception of vendors using “outdated” training and consulting methods. The researcher proposes communication and delivery of a polycentric training mechanism, where stakeholders (local Chinese) directly contribute to what they are learning under a rubric of Chinese cultural and societal norms in order to incorporate more soft measures in the learning evaluation. 相似文献
82.
Richard Rose Will Fletcher & Gaynor Goodwin 《British Journal of Special Education》1999,26(4):206-212
Richard Rose, Senior Lecturer at University College, Northampton, and Will Fletcher and Gaynor Goodwin, Watling View School, St Albans, argue that although many schools have attempted to enable pupils with special educational needs to play an active part in their own planning procedures and assessment, few have identified and analysed the skills required by both pupils and teachers. Theydescribe a one-year small-scale action-research project, in a school for children with severe learning difficulties, which resulted in the development of procedures for the assessment of 'pupil readiness' for full involvement in the target-setting process. 相似文献
83.
Will Hickey 《Performance Improvement Quarterly》2001,14(2):86-107
The purpose of this study was to survey current and perceived future employer‐provided training practices among MNC [multi‐national corporations] manufacturing companies in the Tianjin Economic Development Area (T.E.D.A.) of China. The study bifurcated the data into two areas: all firms and only firms with a structured formal training program in place. A face‐to‐face interview was administered to HR personnel and trainers in the “top eighty” manufacturing MNCs in T.E.D.A. as designated by the T.E.D.A. administrative government in March 2000. A total of 56 interviews were obtained for a sampling margin of error of +/‐ 5. Data analysis revealed that overall the workforces in T.E.D.A employed 350 people or less, were largely youthful, and growing slowly. All employees had 11 to 15 years of formal education. A majority of firms conducted training needs assessments, gave skilled workers more training than unskilled, and earmarked 60% of the training budget for outsourcing. The quality perception of outsource training available in T.E.D.A. was mediocre. Management, technical skills, QC [quality control], and sales training accounted for 67% of the current training need. In three years, they were still perceived to be accounting for the same amounts, but among well‐correlated training departments, QC training was expected to decrease 2%, while in firms without a structured training program, sales training was expected to increase 2%. Trainers did not perceive employee turnover as a training problem. ROI [return on investment] perception on training was greater than 6%. 相似文献
84.
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86.
How can clusters sustain performance? The role of network strength, network openness, and environmental uncertainty 总被引:2,自引:0,他引:2
This paper draws on social network theory to develop a model of regional cluster performance. We suggest that high performing regional clusters are underpinned by (1) network strength and (2) network openness, but that the effects of these on the performance of a cluster as a whole are moderated by environmental uncertainty. Specifically, the positive effects of network openness on cluster performance tend to increase as environmental uncertainty increases, while the positive effects of network strength on cluster performance tend to decrease as environmental uncertainty increases. Our findings have theoretical and practical implications for social network research in general, and cluster research in particular. 相似文献
87.
88.
Securing quality and equity in education: Lessons from PISA 总被引:2,自引:0,他引:2
Andreas Schleicher 《Prospects》2009,39(3):251-263
Results from PISA show that strong educational performance, and indeed significant improvement over short periods of time,
is possible. Whether in Asia (e.g., Japan and Korea), in Europe (e.g., Finland) or in North America (Canada), many countries
display strong overall learning outcomes; equally important, they show that poor performance in school does not automatically
follow from a disadvantaged socio-economic background. Furthermore, some countries show that educational success can become
consistent and predictable, with very little variation in performance across schools. These countries set the goals to which
others can aspire. This article sets out some of the key policy levers that are associated with high levels of quality in
students’ learning outcomes as well as an equitable distribution of learning opportunities as measured by PISA. 相似文献
89.
Will Gibson 《British Educational Research Journal》2009,35(5):705-721
This paper uses Conversation Analysis to investigate the ways in which participants in an online asynchronous postgraduate reading group managed and negotiated their contributions within the discussion. Using the conversation analytic concerns with sequential organisation, adjacency pairs and topicality, this article shows the analytic insights that this perspective can bring to the examination of written asynchronous discourse. The paper shows that in the section of the discussion analysed here, the discourse displayed remarkable similarities to the ways in which face-to-face conversation has been seen to operate in terms of the organisation of conversational turns, the application of specific interactional rights, the lineal development of topics of conversation and the structural use of question-answer turn pairs. The paper concludes by showing how this form of analysis can relate to the formation of reflexive pedagogy in which course design can be created to take account of such findings. It shows how a detailed understanding of how pedagogy is played out in interaction is fundamental for reflecting on the relationship between pedagogic aims and educational practice. 相似文献
90.
There has been a considerable amount of work on what knowledge student teachers need to develop to become effective teachers. The purpose of this study was to look at the development of knowledge of student physical education teachers in England. Six secondary student physical education teachers completed a journal on a monthly basis throughout their one‐year course. The student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching. 相似文献