Showing papers on "Competence (human resources) published in 1978"

Effectance Motivation Reconsidered. Toward a Developmental Model

Abstract: The purpose of this paper is to refine and extend White’s model of effectance motivation, with particular emphasis on its developmental implications. This expanded model focusses on the following: the

Advances in Instructional Psychology

Abstract: The contributors to this volume address reasoning and problem solving as fundamental to learning and teaching and to modern literacy. The research on expertise and the development of competence makes it clear that structures of knowledge and cognitive process should be tightly linked throughout education to attain high levels of ability. The longstanding pedagogical assumption that the attainment of useful knowledge proceeds from lower level learning based on the practice of fundamental skills that demand little thought, to higher level competence in which problem solving finally plays an increasing role, is no longer tenable. It is now clear that thinking is not an outcome of basic learning, but is part of the basic acquisition of knowledge and skill. In learning to read, for example, decoding the printed word and understanding simple texts is an act of problem solving, requiring inference and elaboration by the reader. The prevalence of reasoning with information at all levels makes the details of its involvement a fundamental influence on learning and instruction -- a recurring theme in each of the chapters. A rich variety of topics is addressed including: *an analysis of the components of teaching competence *the evolution of a learner's mathematical understanding *the use of causal models for generating scientific explanations *the facilitation of meaningful learning through text illustrations *the competence of children in argumentative interaction that results in conceptual change.

Human Competence: Engineering Worthy Performance

Abstract: Lang uag e: English Year: 1996 Reg ion / Country: North America | Americas | United States of America

Individual Psychosocial Competence: a Personality Configuration:

Abstract: Two investigations of students entering college (Ns = 84 and 262), and one of the students completing high school (N = 147) explored the presence of a psychological competence configuration as a co...

Making Sense of the Competency Testing Movement.

Abstract: The movement to test students' competencies as both a basis for promotion and a means for improving educational achievement is gathering momentum. In this article, Walt Haney and George Madaus explore the complexities of minimal-competency testing. They examine the implementation of minimal-competency testing programs nationwide and argue for a careful consideration of several important unresolved issues: the definition of what constitutes a "minimal competency" the determination of appropriate measures, and the use of the concept of minimal competence in formulating educational goals.

A problem-based criterion-referenced examination of clinical competence.

Abstract: A model has been developed for a problem-based criterion-referenced test of clinical competence The model, designed to increase the reliability and validity of traditional final year examinations for medical students, aims to provide a profile of student performance over a range of defined competence categories The level of competence has been referenced to that expected of an intern Both the content of the examination and the selection of test methods are based on patient problem blueprints which identify key areas that require testing The content and test methods were incorporated, as appropriate, into either th;e written section or the practical section of the examination The approach was found to be feasible and acceptable to staff and students

Assessing communication literacy

Abstract: This article describes the work of the SCA Task Force on Minimal Speaking and Listening Competencies for High School Graduates. The importance of competence in speaking and listening is justified. Information on the procedures used by the Task Force to review research and select and apply criteria to make competency recommendations is provided. The report concludes with guidelines for minimal speaking and listening competencies for high school graduates and with implications of the basic skills recommended for curriculum development and research.

The Development of Equity and Logico-Mathematical Thinking.

Abstract: ion, "me more than you," out of its concrete work context, that is, relative reward. The implication of unidimensional equity theory for moral education is that such a child can understand the nominal notion that, for him, work and reward are associated, but he cannot handle the ordinal notion that persons who do more work get more reward. The implication for research into the causes of the work-reward link is that the "equity" concept (the dependent variable) is best studied: "When work is present, reward is present." In addition to making reward allocations irrelevant to work, the 5-year-olds, as hypothesized, kept more for themselves than they contributed to their dyad partners. However, in the postexperimental interview, they assigned vignette characters equal rewards, no matter what the characters' relative work. This suggests that the 5-year-olds' actual allocations had a "greedy" basis, inconsistent with their detached judgments of what is fair. Also, in the postexperimental interview, only five of 27 5year-olds accurately recalled either the amount of work they and their partners had done or the rewards each had been allocated. In fact, their recollections seemed almost randomly distributed through, and even outside of, the possible ranges (0-8 work units, 0-20 pennies), with means in the middle of those ranges. This casts some doubt on Leventhal and Anderson's (1970) contention that 5-year-olds distort their memory of relative work to "cognitively" eliminate the inequity generated by their previous selfish allocations. The second equity theory, appropriate from about 7 to 12 years, is best labeled ordinal. The child of this period, as the present RPP results suggest, transfers a relational concept from one dimension to another but does not form and compare ratios. Moral and legal curriculum (taxes, torts) on distributive justice should focus on serial order relationships between dimensions. The person who does the most work gets the most reward. Ordinal equity stands in opposition to the multiple norm interpretation. Previous researchers (Chertkoff & Esser 1977; Leventhal & Anderson 1970) have argued that allocations which fall between those predicted by equality and proportional equity norms represent the individual's internal compromise between two norms. Such an interpretation implies the rather remarkable (for this age group) cognitive activity of calculating proportional equity and equality solutions and averaging them-a ratio of a ratio operation. Ordinal equity explains the many in-between results in this age group (table 1) without assuming nearly so much cognitive activity. The third equity theory, appropriate after about 12 years, is proportional equity theory. However, researchers should probably note two caveats. First, the present RPP results suggest that many 13-year-olds give final solutions to logico-mathematical problems consistent with an understanding of ratio proportionality. Our clinical investigation, however, revealed that many of these solutions were reached by a nonratio process of recursion. For example, in the RPP "24" item, 13-year-olds could determine that the longer blue train carried 18 marbles by dividing groups of eight marbles (the total number of train cars) into piles of six and two, then repeating the process until all the marbles were exhausted, then counting the marbles in the larger pile. This gave proportional answers This content downloaded from 207.46.13.83 on Fri, 13 May 2016 06:37:44 UTC All use subject to http://about.jstor.org/terms 1042 Child Development without proportional thought. Second, seemingly proportional equity allocations could be shown before proportional thought competence by using a "completed equity" design (Brickman & Bryan 1976), in which the experimenter manipulates work and reward and then asks subjects to rate the consequent equitable or equal allocation in terms of fairness. This design asks the subject to react to an already accomplished equitable allocation, rather than creating one. Proportional equity theory is not the only theory which implies the cognitive formation and comparison of ratios that has been, perhaps erroneously, applied to the social judgments of children under 13 years old. For example, Anderson's (1973) "cognitive algebra" theory has been used to predict the toy preference judgments of children from 4 to 12 years old without reference to ability changes in that age range (Butzin & Anderson 1973). The present research, particularly the RPP data, is inconsistent with such an approach, as is other social perception work (Kuhn & Brannock 1977; Kun, Parsons, & Ruble 1974) which suggests that preadolescent social judgments are best characterized as "additive" rather than "multiplicative." As hypothesized, there is a strong relationship between the RPP and allocation data when both are expressed as stage scores. This raises the question: Is one logically necessary for or the cause of the other? Researchers influenced by Piaget (1968) and Kohlberg (1967; Lee 1971; Tomlinson-Keasey & Keasey 1974) have published evidence that moral judgments are built upon, and subsequent to, more basic logical thought structures. Damon (1975) adopted this perspective in his study of positive justice judgments. Vygotsky (1962) argued that formally instructed, scientific concepts precede analogous "spontaneous" concepts from everyday life. On the other hand, the position of the French sociological school (Durkheim & Mauss 1963) is that logical concepts (e.g., space) derive from analogous social concepts (e.g., property or territory). The present data fall short of causal explanation for two reasons: mediation and lack of temporal priority. The logico-allocation relationship is mediated by age, such that the overall relationship is not replicated within each age group. Future research should include subjects from age groups straddling the transitions between the three equity theory periods rather than, as in the present study, groups solidly in the middle of the periods. Such transitional data would be more likely to reveal an unmediated logico-allocation relationship because, unlike the present data, all the subjects would not have had a chance to reach the mature ability characteristic of the period on both dimensions. This strategy, together with longitudinal, panel data, might reveal whether the logical or the allocative behavior characteristic of the period is prior. Although the present design failed to rule out age as a mediator or to determine whether the logical or the allocative is prior, it does constitute a distinct advance over previous research on logico-moral synchrony (Damon 1975; Lee 1971; Tomlinson-Keasey & Keasey 1974). In previous work, global stages of logical judgments (e.g., "formal operations" on Piaget's balance and combination tasks) were related to global stages on moral judgments (e.g., Kohlberg's "principled" moral stage) with no specific hypothesized thought structure common to both. Furthermore, the two "same stage" responses, logical and moral, frequently made very different demands on the child's language and memory. Moral measures are usually verbal, logical measures more motor, creating d6calage problems. In the present research, the logical and allocative reflect the same underlying structure presented in a manner that made the same demands of language and memory.

Development and Validation of a Simulated Market to Test Children for Selected Consumer Skills

Abstract: This study investigated use of selected consumer skills by children of two ages. A simulated market was developed and used to determine each participating child's level of consumer competence. It was found that (a) children learn consumer skills by being given opportunities to participate in consumer decision-making and sharing family responsibilities, (b) too little or excessive time spent in market search lessened the chance of obtaining a best buy, and (c) although children can and do learn to be consumers early, some skills depend upon maturation and use of education.

Competence of nursing graduates in technical, communicative, and administrative skills.

Abstract: This survey examined baccalaureate, diploma, and associate degree nursing program graduates regarding their perception of their competency in technical, communicative, and administrative skills and their supervisors' perceptions of their competency. Differences were found among graduates' perceptions of their competency as well as in supervisors' perceptions of graduates' competency in these skills.

Power and Participatory Decision Making in Selected English Schools.

Abstract: This study attempted to clarify the relationship of power of school heads and participation of English teachers in school decisions. A deliberate sample of eight schools was drawn from the schools in the northwest of England. The major criteria for selection were: size (medium to large); location(urban‐suburban and reasonably accessible from Manchester); and representatives of the types of schools found in that geographic area. A descriptive analysis indicated that English teachers do perceive themselves participating in most decision areas. At a second level of analysis the relationship between status and intensity of participation was computed with r = .544 for the 103 members of staff (p<.001). An implication is that competence is a criterion for status position, leading to involvement and hence power in the social system. The final analysis dealt with implications of use of power from a description of participation patterns. The clusterings found lend credence to the belief that English heads are controlling those areas of power where tangible rewards and punishments are evident. They appear to be supporting participatory management in such other areas as those where teachers do not desire involvement or those which carry minimal expenditure of organizational resources.

Competencies for Professionals in Learning Disabilities

Abstract: A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field. - D.D.D.

A resource guide for secondary school teaching : planning for competence / Eugene C. Kim, Richard D. Kellough

Abstract: (NOTE: Each chapter begins with Chapter Objectives and concludes with Summary, Extending My Competency: Questions for Class Discussion, and For Further Reading.) I. ORIENTATION TO ELEMENTARY SCHOOL TEACHING AND LEARNING. 1. What Do I Need to Know about Today's Elementary Schools? The Elementary School: Getting to Know It. The Fundamental Characteristic of Exemplary Elementary School Education. Vehicles for Sharing Information and Responsibility: Telecommunications Networks, Members of the Community, and Parent/Guardian Organizations. The Emergent Overall Picture. 2. What Do I Need to Know about Elementary School Children: The Nature of the Challenge? Dimensions of the Challenge. Supporting the Challenge: Styles of Learning and Implications for Teaching. Meeting the Challenge: Recognizing and Providing for Student Differences. 3. What Are the Expectations, Responsibilities, and Facilitating Behaviors of a Classroom Teacher? The Teacher as a Reflective Decision Maker. Teaching Style. The Teacher's Professionalism and Commitment. Identifying and Building Your Instructional Competencies. Teacher Behaviors That Facilitate Student Learning. 4. What Do I Need to Know to Establish and Maintain an Effective, Safe, and Supportive Classroom Learning Environment? The Importance of Perceptions. Classroom Control: Its Meaning-Past and Present. Providing a Supportive Learning Environment. Preparation Provides Confidence and Success. Classroom Procedures and Guidelines for Acceptable Behavior. Using Positive Rewards. Managing Class Meetings. Student Misbehavior. Teacher-Caused Student Misbehavior. II. PLANNING FOR INSTRUCTION. 5. Why Should I Plan and How Is Curriculum Content Selected? Providing Successful Transitions. Planning for Instruction. Thinking about the Sequencing of Content. Preparing for and Dealing with Controversy. Aims, Goals, and Objectives: The Anticipated Learning Outcome. Preparing Instructional Objectives. Using the Taxonomies. Integrated Curriculum. Planning for Instruction: A Three-Level and Seven-Step Process. 6. How Do I Prepare an Instructional Plan and Daily Lessons? The Instructional Unit. Theoretical Considerations for the Selection of Instructional Strategies. Selecting Learning Activities That Are Developmentally Appropriate. Planning and Developing an Interdisciplinary Thematic Unit. Preparing Lesson Plans: Rationale and Assumptions. Constructing a Lesson Plan: Format, Components, and Samples. III. STRATEGIES, AIDS, MEDIA, AND RESOURCES FOR EFFECTIVE INSTRUCTION. 7. What Do I Need to Know to Effectively Use Questioning as an Instructional Tool? Purposes for Using Questioning. Types of Cognitive Questions: A Glossary. Socratic Questioning. Levels of Cognitive Questions and Student Thinking. Guidelines for Using Questioning. Questions from Students: The Question-Driven Classroom. 8. What Guidelines Are Available for Using Grouping and Assignments to Promote Positive Interaction and Quality Learning? Mastery Learning and Personalized Instruction. Learning Alone. Learning in Pairs. Learning in Small Groups. Cooperative Learning. Learning in Large Groups. Equality in the Classroom. Learning from Assignments and Homework. Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports. Writing across the Curriculum. 9. What Guidelines Are Available for My Use of Teacher Talk, Demonstrations, Thinking, Inquiry, and Games? Teacher Talk: Formal and Informal. Demonstration. Teaching Thinking for Intelligent Behavior. Inquiry Teaching and Discovery Learning. Integrating Strategies for Integrated Learning. Learning by Educational Games. 10. What Guidelines Are Available for My Use of Aids and Media Resources? Printed Materials, Visual Displays, and the Internet. The Community as a Resource. Media Tools. The Placement and Use of Computers: The Online Classroom. IV. ASSESSMENT AND PROFESSIONAL DEVELOPMENT. 11. How Do I Assess and Report Student Achievement? Purposes and Principles of Assessment. Terms Used in Assessment. Assessing Student Learning: Three Avenues. Student Involvement in Assessment. Portfolio Assessment: Dealing with Its Limitations. Maintaining Records of Student Achievement. Grading and Marking Student Achievement. Testing for Achievement. Preparing Assessment Items. Types of Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using. Reporting Student Achievement. Teacher-Parent/Guardian Communications. 12. How Can I Assess My Teaching Effectiveness and Continue My Professional Development? Professional Development through Student Teaching. Finding a Teaching Position. Professional Development through Preparing an Emergency Teaching Kit. Professional Development through Reflection and Self-Assessment. Professional Development through Mentoring. Professional Development through Inservice and Graduate Study. Professional Development through Participation in Professional Organizations. Professional Development through Communications with Other Teachers. Professional Development through Summer Workshops and Work Experience. Professional Development through Micro Peer Teaching. Glossary. Index of Children's Books, Authors, and Illustrators. Name Index. Subject Index.

College Students' Attitudes toward Workers' Competence and Age

Abstract: An investigation was conducted among 120 college men and women to study their attitudes toward a worker described in scenarios using the dimensions of competence and age. The attitude measure included 7 questions to be rated. Ratings were analyzed using 2 × 2 × 2 randomized groups design. Results indicated that the competence variable was significant for 6 of the 7 questions. On these 6 questions the highly competent worker was viewed more positively than the worker of average competency. Males indicated less preference to work for an older worker than did females. Students viewed the older worker as making fewer future valuable contributions and as catching on to new ideas less quickly. There was no over-all negative evaluation to the older worker except in regard to these mental and physical abilities.

Clandestine Management in the Imperial Chinese Bureaucracy

Abstract: The imperial Chinese bureaucracy was subject to extensive manipulation and corruption by clerical subordinates and lesser functionaries. Higher officials, while required to demonstrate competence in classical scholarship in a series of rigorous, competitive examinations, were lacking in practical administrative knowledge, and were unable to deal with this problem.

Redefining literacy and basics

Abstract: The development of functional communication competence in children must center on more than reading and writing; children must develop competencies related to a broad array of communication situations involving speaking and listening as well Five functions of communication—controlling, sharing feelings, informing, ritualizing, and imagining—are offered as the communication focus of a language arts program An effective instrumental program should enable children to expand their repertoire of communication acts, to sharpen their criteria for selection from among communication acts, to perfect their skills in implementing strategic choices, and to increase their accuracy in assessing the effects of their communication attempts

Seven Key Notes on Minimum Competency Testing.

Abstract: HENRY M. BRICKELL is director of Policy Studies in Education, a division of the Academy for Educational Devel opment, New York City. A longer ver sion of this article was originally pre pared for the Education Commission of the States and the National Institute of Education in cooperation with the Carnegie Corporation. A policy workbook based on this article is available from the Education Commission of the States. indicate whether the student is ready for the shopping center. Both are im portant. Which competencies should you require? How about school skills for the college-bound and life skills for the job-bound? Or maybe both for every body? How about school skills for promotion to the next grade and life skills for graduation from school? Or maybe both at every point in school, so that every student must climb a step ladder of learning with its rungs held up on two sides: school skills on one side, life skills on the other? Of course, there are basic skills ? such as reading, writing, and arith metic ? used in both school and life, which is why we call them "basic." In addition, there are school subjects ? art, business, English, etc. ? and there are life areas: citizenship, work, family, etc. Thus you have five choices. You could test competence in each:

Leisure Activities for the Aged

Abstract: Leisure-time activities are discussed within the broader context of use of time, where both discretionary and obligatory uses are seen as meaningful to the individual. Comparisons of time use among people of different ages and the content of older people's days are discussed. Older people's choices of activities are seen as determined by the social values prevalent in their earlier years, their practice over a lifetime in various pursuits, changes in biologically and socially determined competence, changes in personal needs, and the impeding and facilitating effects of the external environment. Glorification of high activity level and of tra ditional leisure-time activities is seen as being strongly deter mined by a middle-life and middle-class bias, which is not always appropriate to today's cohort of elderly. On the other hand, many activities that are chosen primarily by the more educated and higher-income elderly of today will no doubt be more accessible to future older generations. For the present, c...