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91.
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Everett Hunt 《Quarterly Journal of Speech》2013,99(1):119-120
ON DECONSTRUCTION: THEORY AND CRITICISM AFTER STRUCTURALISM. By Jonathan Culler. Ithaca: Cornell University Press, 1982; pp. 307. Paper $8.95. FEROCIOUS ALPHABETS. By Denis Donoghue. New York: Columbia University Press, 1984; pp. 211. Paper $7.95. LITERARY THEORY: AN INTRODUCTION. By Terry Eagleton. Minneapolis: University of Minnesota Press, 1983; pp. 244. Paper $9.95. CRITICISM AND SOCIAL CHANGE. By Frank Lentricchia. Chicago: University of Chicago Press, 1983; pp. 173. $15.00. REPRESENTING KENNETH BURKE. Edited by Hayden White and Margaret Brose. Baltimore: Johns Hopkins University Press, 1982; pp. 175. $14.95. 相似文献
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Abstract All too often, evaluation is not used as the important management tool it could be, because educators feel inadequately prepared to use complex evaluation techniques. “Direct evaluation,” as a research concept, is based on the idea of “research as an intermediate technology,” developed by Steven and Rachel Kaplan in Cognition and Environment (1982: Praeger). Direct evaluation means you ask what you need to know of those who are participants in a program you wish to evaluate. The results, when collated, can be used for justification as well as modification of programs. 相似文献
95.
Kimberly E. Morgan Barbara A. Rothlisberg David E. McIntosh Madeline S. Hunt 《Psychology in the schools》2009,46(6):515-525
The present study assessed the Kaufman Assessment Battery for Children, Second Edition (KABC‐II) in relation to the synthesized Cattell–Horn–Carroll (CHC) theory of intelligence with a preschool sample. Participants were 200 preschool children between four and five years of age. A confirmatory factor analysis (CFA) was conducted, and different variations of the CHC model were examined to determine which provided the best representation of the proposed underlying CHC constructs tested by the KABC‐II. The models included one similar to Spearman's g, a contemporary two‐stratum model consisting of fluid and crystallized intelligence (Gf‐Gc model), and a synthesized CHC broad factor +g model. The last was the empirically validated theory of interest in this study. Results of the CFA revealed that the broad factor +g CHC model was the best overall design to explain KABC‐II results. © 2009 Wiley Periodicals, Inc. 相似文献
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Graham J. F. Hunt 《Instructional Science》1986,15(1):287-296
Although needs assessment methodologies have been readily available since the '40's considerable confusion persists about the nature and purpose for which they should be used. Many practitioners equate needs assessment with job or task analysis and thereby fail to derive much benefit from the effort they expend. Others, in trying to distinguish between internal “quasineeds” assessment and external “self-sufficiency” criteria inadvertently pose some questions for the nature of competency. Is it a process referent, a product referent, or both? This paper examines the differences between needs assessment and task analysis and demonstrates the utility of conceptualizing competency as the synthesis of the dichotomy of process and products through a Needs Based Education and Training (NEBEAT) model of curriculum design in adult education. 相似文献
99.
Mary Helen Hunt Joel Meyers Gwen Davies Barbara Meyers Kathryn Rogers Grogg John Neel 《Psychology in the schools》2002,39(4):399-416
The present study addresses school violence and school drop out and proposes that the underlying factor of school connectedness/school climate should guide preventive and intervention efforts. Data were gathered from five schools in a small city school district in north Georgia. Group and individual interviews served as the basis for constructing a 78‐item district‐wide survey administered to 304 school employees. Data are presented on individual items from the survey. Principal components analysis revealed five distinct factors: school connectedness/positive school climate, causes of violence, causes of school drop out, interventions for drop out, and interventions for violence. The principal components analysis was the basis for construction of a revised scale. Differences between revised scale scores were noted as a function of whether respondents were from central office, elementary or secondary schools. The five revised scales had correlation ranging from .31 to .59. Implications for research and practice are discussed. © 2002 Wiley Periodicals, Inc. 相似文献
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