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Jay Parkes 《Educational Measurement》2007,26(4):2-10
Reliability consists of both important social and scientific values and methods for evidencing those values, though in practice methods are often conflated with the values. With the two distinctly understood, a reliability argument can be made that articulates the particular reliability values most relevant to the particular measurement situation and then the most appropriate evidence and theory to support an argument for the presence of that value. The steps in making a reliability argument are explained and an extended example is given. The article is intended to provoke discussion, debate, and the development of additional reliability methodologies. 相似文献
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Edward Saibel 《Journal of The Franklin Institute》1944,238(2):107-110
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Performance improvement professionals who occasionally manage projects can benefit from applying the discipline of project management. This article offers a checklist of proven techniques that lend themselves to most projects. Many techniques are applicable even in organizations lacking a project management culture. These techniques do not assume formal project management training. The checklist draws on common elements identified through a review and analysis of key sources that outline the ingredients for project success, such as communication, stakeholder engagement, executive support, and risk management. 相似文献
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Maurice C. Taylor David L. Trumpower Edward R. Purse 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):815-833
Workplaces are settings where power, knowledge and self are brought together in a complex social environment which includes various forms of struggle related to identity, agency, socio-cultural norms, political structures and functional practices. The purpose of this article is to uncover how formal and informal work-related learning processes influence the identity transformation of workers with low literacy and essential skills. Drawing on two recent Canadian data bases which serve as cases in this study, the position taken by the authors is that the organisational context can both facilitate and impede worker subjectivity. Various conditions, approaches to learning and training pathways are examined as they contribute to social cognitive and transformative learning theories. 相似文献