排序方式: 共有84条查询结果,搜索用时 31 毫秒
31.
Deanna Geddes 《Communication Studies》2013,64(3-4):200-215
Performance feedback is considered an effective means of influencing organizational members. Nevertheless, recipient perceptions regarding such attempts to motivate, change, and/or reinforce certain behaviors and attitudes will determine the eventual response. Often these responses are unexpected and less than desirable. Efforts to better understand the performance feedback construct have produced conceptions emphasizing its complexity and multidimensionality. However, a recent challenge to the usefulness and /or validity of such conceptualizations has prompted the research reported here. This study explores feedback recipients’ and sources’ perceptions of the underlying dimensionality or “hidden structure” of performance feedback messages. 相似文献
32.
Deanna B. Marcum President of Comission on Preservation Access Council on Library Resources 《The Journal of Academic Librarianship》1996,22(6):451-454
The emergence of digital libraries and publication is still in its infancy, but is racing towards a maturity which just five years ago would have seemed impossible. The principal problems which must be solved to make digital information a routine part of the information landscape fall into two domains— technological problems and social problems. It is probably not too much to suggest that a solution to most current technological obstacles to this networked world of information can be found in the next five years. Many of these problems have been addressed over the last two years in this column. At the same time the social problems, which are principally institutional and economic—such as, property rights and infrastructure (e.g., responsibility for access over time)—are not so close to resolution and may be harder to solve than those which are technologically based. Similarly, we are just beginning to consider the issues of preservation of digital information. Here the problems reflect not only technical issues but also the social ones which makes them doubly difficult to solve. For libraries and archives to manage digital information successfully over the long-term, these problems must be emphatically solved. If they are not resolved at the outset the legacy of digital information will be enormously more complex than print and the problems of preserving print materials—acid papers and embrittlement—will seem trivial by comparison. The complexity of this domain is reflected in Deanna B. Marcum's column— CBL, University of Maryland, College Park, Maryland. 相似文献
33.
Abstract The Literacy Lab Professional Development provided a laboratory approach to professional development for 42 high school teachers in two schools. Three main activities included: (1) planning and professional development days, (2) lab and professional development days, and (3) individual coaching. The targets of the Literacy Lab Professional Development and its associated guiding questions focused on student engagement and understanding, teaching students how to make meaning from text, teaching students to write, and the structures, systems, routines, and rituals needed to create a classroom culture of thinking and learning. Results from this study point to positive differences between participating and matched-nonparticipating teachers in their instruction, student grouping, nature of tasks, task demands, types of knowledge expectations, personalization, tone, and authority structures. 相似文献
34.
35.
Deanna Kuhn 《Educational Research Review》2009,4(1):1-6
In this theoretical essay, the author addresses the existence of divergent evidence, portraying both competence and lack of competence in a fundamental realm of higher order thinking - causal and scientific reasoning - and explores the educational implications. Evidence indicates that these higher order reasoning skills are not ones that can be counted on to develop naturally among students exposed to a traditional curriculum. Instead, it is argued, such skills warrant attention in their own right as legitimate and significant educational objectives. 相似文献
36.
The use of exclusionary discipline practices in schools has been well documented since the 1970s with the passing of the Safe Schools Act and implementation of zero‐tolerance policies. Despite research indicating the ineffectiveness of exclusionary practices, students continue to receive suspensions and expulsions at alarming rates. Additional research highlights that there may be misconceptions regarding the application of suspensions and their perceived functions and effectiveness on students and their families. The purpose of this article is to discuss common misconceptions regarding the effects of suspension and provide teachers, school psychologists, and administrators with proactive strategies for implementation in local systems to create positive school climates and optimize successful outcomes for all students and staff. 相似文献
37.
Christine E. Gould Aimee Marie L. Zapata Deanna N. Shinsky Mary K. Goldstein 《Educational gerontology》2018,44(1):64-73
DVD-delivered behavioral skills training may help disseminate efficacious treatments to older adults independent of internet access. The present study examined the usability of a portable DVD player alongside iterative revisions of accompanying instructions to be used by older adults in a DVD-delivered behavioral skills treatment study. The sample comprised 20 older adults with a mean age of 69.5 years (SD = 7.3). Behavior observations revealed that three of five steps to play the DVD were completed by more than 90% of participants. Quantitative ratings revealed that 75% could play the DVD easily. Qualitative content analysis further elucidated the usability of the player and the clarity of the instructions. Findings suggest user-centered design of instructional support in DVD-delivered treatments for older adults may be critical to minimizing user error and frustration and increase user experience. 相似文献
38.
Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use 总被引:1,自引:1,他引:1
Students participate more in a classroom and also report a better understanding of course concepts when steps are taken to actively engage them. The Student Engagement (SE) Survey was developed and used in this study for measuring student engagement at the class level and consisted of 14 questions adapted from the original National Survey of Student Engagement (NSSE) survey. The adapted survey examined levels of student engagement in 56 classes at an upper mid‐western university in the USA. Campus‐wide faculty members participated in a program for training them in innovative teaching methods including problem‐based learning (PBL). Results of this study typically showed a higher engagement in higher‐level classes and also those classes with fewer students. In addition, the level of engagement was typically higher in those classrooms with more PBL. 相似文献
39.
Rachel Fitzgerald Henk Huijser Deanna Meth Kellene Neilan 《International Journal for Academic Development》2020,25(2):134-146
ABSTRACT Sector-wide research has shown the benefits of student-staff partnerships in course design whilst highlighting the complexity of this work, and the difficulties in gaining traction to create sustained ways of working. Reflections by academic developers on the roles and partnerships in course design at one Australian university reveal the critical three-way partnership among academic developers, students, and academics. The benefits brought by a Course Design Studio model in providing a liminal space to sustain positive three-way collaborations are outlined. This paper offers a conceptual argument that addresses areas of concern often encountered in traditional course design student-staff partnership relationships. 相似文献
40.
Allison A. Enke Margaret E. Briley Suzanne R. Curtis Sue A. Greninger Deanna M. Staskel 《Early Childhood Education Journal》2007,35(1):75-81
Childcare in the United States (US) has become a necessary part of life for most working parents with the increased use of
center-based childcare over the past three decades. Approximately 13 million preschoolers attend some form of childcare. Literature
indicates the main predictors of quality childcare programs are adequate experience and specialized training of childcare
staff. A growing concern among researchers, however, is the limited training among childcare professionals in the area of
food safety. Children have minimal control of food safety risks because other people prepare their meals. A questionnaire
was developed and mailed to childcare center directors in Texas and Iowa to identify the demographic, food safety and other
practices that influence the training and decisions made by childcare center directors. Results indicate the need of continual
management and food safety training for both directors and staff in order to provide a safe environment for young children. 相似文献