Showing papers on "Competence (human resources) published in 1981"
TL;DR: The authors studied a discourse-oriented classroom activity in an ethnically mixed, first grade classroom from an interpretive perspective, integrating ethnographic observation and fine-grained conversational analysis, where children are called upon to describe an object or give a narrative account about some past event to the entire class.
Abstract: A discourse-oriented classroom activity in an ethnically mixed, first grade classroom is studied from an interpretive perspective, integrating ethnographic observation and fine-grained conversational analysis.' "Sharing time" is a recurring activity where children are called upon to describe an object or give a narrative account about some past event to the entire class. The teacher, through her questions and comments, tries to help the children structure and focus their discourse. This kind of activity serves to bridge the gap between the child's home-based oral discourse competence and the acquisition of literate discourse features required in written communication. Through a detailed characterization of the children's sharing styles, evidence is provided suggesting that children from different backgrounds come to school with different narrative strategies and prosodic conventions for giving narrative accounts. When the child's discourse style matches the teacher's own literate style and expectations, collaboration is rhythmically synchronized and allows for informal practice and instruction in the development of a literate discourse style. For these children, sharing time can be seen as a kind of oral preparation for literacy. In contrast, when the child's narrative style is at variance with the teacher's expectations, collaboration is often unsuccessful and, over time, may adversely affect school performance and evaluation. Sharing time, then, can either provide or deny access to key literacy-related experiences, depending, ironically, on the degree to which teacher and child start out ""sharing" a set of discourse conventions and interpretive strategies. (Urban communication, ethnic/ subcultural differences in discourse style, the transition to literacy, American English.)
864 citations
859 citations
TL;DR: OGBU as mentioned in this paper argued that child rearing in the family and similar micro settings in the early years of life and subsequent adolescent socialization are geared toward the development of instrumental competencies required for adult economic, political, and social roles.
Abstract: OGBU, JOHN U. Origins of Human Competence: A Cultural-Ecological Perspective. CHILD DEVELOPMENT, 1981, 52, 413-429. In this essay it is argued that child rearing in the family and similar micro settings in the early years of life and subsequent adolescent socialization are geared toward the development of instrumental competencies required for adult economic, political, and social roles. These cultural imperatives vary from 1 cultural group to another as do the required competencies. In the United States they are different for the white middle class and for minority groups like urban ghetto blacks. It follows that the conventional research approach which used white middle-class child-rearing practices and children's competencies as standards is not useful in understanding minority groups' child rearing and competencies. Rather, for cross-cultural research, a cultural-ecological model is proposed which is not ethnocentric and studies competence in the context of the cultural imperatives in a given population. Cross-cultural or intergroup comparison is appropriate if based on data from such contextual studies.
827 citations
TL;DR: In this paper, the development and testing of an instrument designed to measure "psy-chological sense of community" (PSC) is described and results of the use of the instrument in three U.S. and Israeli communities are described.
Abstract: The development and testing of an instrument designed to measure '"psy-chological sense of community" (PSC) is described. A discussion of the historical background of the PSC concept is presented and results of the use of the instrument in three U.S. and Israeli communities are described. Specific attention is given to the relationship of PSC and the variables of community satisfaction and competence as well as to applications of the PSC instrument. Since results suggest that certain manipulable variables may be associated with PSC, and that PSC itself may have the properties of a construct, suggestions for further research, and the potential im-portance of PSC for community development and maintenance are given.
396 citations
TL;DR: The authors found that it is possible to identify culturally and stylistically inappropriate L2 utterances in apology situations and that the results so far provide at best a crude measure of sociocultural competence.
Abstract: For a number of years, there has been interest in measuring sociocultural competence (Ervin-Tripp 1972, Hymes 1974, Canale and Swain 1980). This study focuses on one important aspect of such competence: the ability to use the appropriate sociocultural rules of speaking, by reacting in a culturally acceptable way in context and by choosing stylistically appropriate forms for that context. We chose to look at productive performance in sociocultural aspects of speaking, focusing on the speech act of “apology.” The research question that prompted this study was, “Can a rating scale be developed for assessing sociocultural competence?”
The subjects were 32 native Hebrew speakers, 20 of whom served as informants for apologies in English LZ and 12 as informants in Hebrew LI, and 12 Americans who served as informants in English LI. These subjects were asked to role-play their responses in eight situations in which an apology was expected.
The findings show that it is possible to identify culturally and stylistically inappropriate L2 utterances in apology situations. The authors feel, however, that the results so far provide at best a crude measure of sociocultural competence and that further work with this speech act and with others is called for.
330 citations
Journal Article•
TL;DR: A longitudinal study of North Carolina teachers revealed, among other findings, that the most academically proficient teachers are also the most likely to leave teaching as mentioned in this paper. But the fact remains that, in recent years, more than half the states have actively considered screening prospective teachers through the use of tests that either implicitly or ex plicitly? measure academic ability.
Abstract: A longitudinal study of North Carolina teachers reveals, among other findings, that the most academically proficient teachers are also the most likely to leave teaching. The result: a steadily deteriorating talent pool. Por teacher educators, school admin istrators, classroom teachers, and education researchers, the relationship be tween measured academic ability and teacher competence seems problematic. For many legislators and others in posi tions to influence policy with regard to teacher education ? and for many critics of teacher education as well ? there is nothing problematic about the relation ship. For policy makers and critics, the relevant facts are these: There is considerable evidence that those who choose to major in teacher edu cation are, as a group, less academically able than most other college majors.1 There is some strong evidence that graduates of teacher education institu tions are not as academically proficient as most other categories of college gradu ates.2 There is now some evidence to sug gest that some teacher education gradu ates do not perform as well on tests of academic achievement as do many of the students they intend to teach.3 These facts, coupled with the account ability movement and reports in the popu lar press of an oversupply of teachers, have encouraged teacher educators, state boards of education, and state legislators to seek ways of upgrading standards for admission to teaching. Most teacher educators are uneasy about using measures of academic ability as predictors of teaching skill. But the fact remains that, in recent years, more than half the states have actively considered screening prospective teachers through the use of tests that ? either implicitly or ex plicitly ? measure academic ability. Researchers may quarrel with the assump tion that measures of academic ability can predict teaching competence. Many policy makers seem willing to bet, however, that people who perform poorly on tests of
244 citations
TL;DR: This article investigated the role of apprehension in the writing competency and writing performance of 110 undergraduates and found that high apprehensives would perform differently than low apprehensives on standardized tests of writing-related skills (competency) and on two essays of different types (performance).
Abstract: The role of apprehension in the writing competency and writing performance of 110 undergraduates was investigated. The hypotheses were that high apprehensives would perform differently than low apprehensives on standardized tests of writing-related skills (competency) and on two essays of different types (performance). The hypothesis for writing competency was confirmed. However, the hypothesis for writing performance was confirmed for only one of the two essay types. Differences in indices measuring syntactic development and in judgments of writing quality were observed in the narrative/descriptive essays, but not in the argumentative essays.
173 citations
TL;DR: In this article, the authors investigated the relationship of sport participation to perceived competence and found that participants in organized sports were higher in perceived competence, were more persistent, and had higher expectations of future success.
Abstract: This study investigated the relationship of sport participation to perceived competence. Perceived competence is considered to be an important determinant of achievement motivation and behavior. Male and female fourth and fifth graders (N = 143) were given Harter's (Note 1) Perceived Competence Scales and were interviewed to determine their involvement in organized sport activities. Further, the children were asked to give their perceptions of competence relative to teammates, general attributions about sport outcomes, and their persistence and expectancies of future success. The results revealed that participants in organized sports were higher in perceived competence, were more persistent, and had higher expectations of future success. The causal attributions of participant children were ability oriented and generally supported the perceived competence findings. The results are consistent with the statement that perceived competence in physical skills has an important influence on the participation and ...
171 citations
TL;DR: This article found that field independence plays a role in second language learning, particularly noticeable in the acquisition of linguistic competence and integrative competence, but only barely noticeable in communicative competence, and the role of field independence was not emphasized.
Abstract: Psychological literature on field independence indicates that a field-independent person possesses enhanced cognitive restructuring abilities, while a field-dependent individual is likely to possess well-developed interpersonal skills It was hypothesized that field independence would be related to the acquisition of linguistic competence, and that field dependence would be related to the acquisition of communicative competence. Approximately 300 students enrolled in a first semester college Spanish class were administered the Group Embedded Figures Test of field dependence-independence. Those scores were then correlated with scores on tests of linguistic, communicative, and integrative competence Student sex and scholastic aptitude were included in the design as moderator variables. The results indicate that field independence plays a role in second language learning. This role was particularly noticeable in the acquisition of linguistic competence and integrative competence It was only barely noticeable in the acquisition of communicative competence. Some classroom implications are discussed.
147 citations
TL;DR: In this article, the authors present Communicator Competence in the Workplace: Model Testing and Scale Development (CCSD), a model testing and scale development approach for communicating in the workplace.
Abstract: (1981). Communicator Competence in the Workplace: Model Testing and Scale Development. Annals of the International Communication Association: Vol. 5, Communication Yearbook 5, pp. 505-527.
140 citations
TL;DR: The Problem Inventory for Adolescent Girls was developed to measure competence in social situations and compared the performance of carefully matched groups of 29 delinquent and 29 nondelinquent girls, suggesting that delinquency is more closely related to skills deficits in interacting with adult authority figures than to skill deficits with peers.
Abstract: Delinquent behavior in adolescent girls may be related to deficits in social skills; that is, some girls may behave maladaptively because they lack the skills to perform more competently. During the 1st phase of this research, the Problem Inventory for Adolescent Girls (PIAG) was developed to measure competence in social situations. The 2nd phase of the research compared the performance of carefully matched groups of 29 delinquent and 29 nondelinquent girls (mean age 16.25 yrs) on the inventory. The PIAG significantly discriminated between the groups; 40 of the 52 individual items also discriminated between the delinquent and nondelinquent Ss. 10 of the 12 nondiscriminating items were those for which the criteria had been developed by teenagers. This suggests that delinquency is more closely related to skill deficits in interacting with adult authority figures than to skill deficits with peers. Items on the inventory generally were independent of one another and lacked an interpretable clustering pattern. A discriminant analysis yielded a function that resulted in 85% of the Ss being correctly assigned to their appropriate delinquent or nondelinquent group on the basis of their performance on the inventory. (9 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
TL;DR: In this paper, the use of the word commitment in primary school teachers was analyzed and it was found that they were using it in four different senses: caring, a concern for occupational competence, personal identification as teacher, and career continuuance.
Abstract: Analysis of the use made by ninety‐three primary school teachers of the word ‘commitment’ revealed that they were using it in four different senses‐‐as caring, a concern for occupational competence, personal identification as ‘teacher’, and career‐continuance. The first two involve a readiness to devote personal resources (e.g. time, money) to work; the last two suggest an intention to make a career in teaching. All suggest different motives for entering and remaining in teaching. ‘Commitment’ is also used as a means of distinguising between individuals and groups of teachers.
TL;DR: The authors examined the conversational competence of learning disabled children when placed in a dominant social position and found that learning disabled and non-learning disabled children were videotaped as they played games together.
Abstract: This study examined the conversational competence of learning disabled children when placed in a dominant social position. Learning disabled and nondisabled children were videotaped as they played ...
TL;DR: In this article, a corn-pitted job application and an article written by the applicant were read to three hundred sixty eight female and male college students, who answered eight evaluative questions concerning the competence of the applicant and the merits of the article.
Abstract: Three hundred sixty eight female and male college students read a corn-pitted job application and an article written by the applicant. Both the job and the article were in non-sex-typed fields. The applicant was described as either female or male, single or married, and having one or no children. Subjects answered eight evaluative questions concerning the competence of the applicant and the merits of the article. Females were devalued by both male and female subjects, but particularly by males. Applicants of both sexes who were married and childless were evaluated more favorably than applicants who were single and had a child.
TL;DR: This paper found that non-assertiveness in this group of college students was associated with negative self-evaluation processes rather than skill deficits, and that nonassertive subjects reported greater anxiety while role playing and were more likely to endorse Ellis' irrational beliefs.
01 Jan 1981
TL;DR: For instance, listening to the conversations of young children can reveal a remarkable communicative competence that characterizes these interactions as mentioned in this paper, as well as the coherence, balance, reciprocal nature and sensitivity to many subtle situational variations displayed by their conversations.
Abstract: Eavesdropping on the conversations of young children not only provides the substance for scientific investigations but is a fascinating experience as well. The predictable unpredictability, unpretentiousness, and ingenuous qualities of many of these conversations have a unique and rare capacity for exposing basic assumptions and feelings not found in more sophisticated interactions. This is not to say that these conversations are simple and straightforward or are unaffected by the intricate relationships that exist among speakers, their context, characteristics of listeners, or other complex factors that impinge on a given situation. On the contrary, when our scientific pursuits prevail over the pure enjoyment of listening to the conversations of young children, we are struck by the remarkable communicative competence that characterizes these interactions. Although they are no match for the inveterate and accomplished cocktail-party conversationalist, ample evidence in support of young children’s abilities to initiate, maintain, repair, and terminate conversations can be gathered. Similarly, the coherence, balance, reciprocal nature, and sensitivity to many subtle situational variations displayed by their conversations, as well as the application of social “rules” in shaping these interactions, further suggest a well-developed competence.