Competence (human resources)

About: Competence (human resources) is a research topic. Over the lifetime, 53557 publications have been published within this topic receiving 988884 citations. The topic is also known as: competence (human resources) & Competency.

School Context, Student Attitudes and Behavior, and Academic Achievement: An Exploratory Analysis.

Abstract: Dissemination of MDRC publications is supported by the following funders that help finance MDRC's public policy outreach and expanding efforts to communicate the results and implications of our work The findings and conclusions in this report do not necessarily represent the official positions or policies of the funders. For information about MDRC and copies of our publications, see our Web site: www.mdrc.org. Overview What are the key factors that promote academic success among students whose demographic characteristics and school circumstances place them at high risk of failure? This paper provides highly suggestive, although not conclusive, answers to this question. Through path analysis modeling techniques applied to data collected in MDRC's evaluation of the First Things First school reform initiative in a large urban school district, the paper explores the influence of two psychological variables — student engagement and perceived academic competence — on achievement in reading and mathematics. This study's findings may have important implications for understanding how students learn in the classroom. Consonant with previous research, they indicate that both engagement in school and students' perception of their own academic competence influence achievement in mathematics for high school students. But the study departs from earlier work in suggesting that perceived academic competence may be more influential than engagement in boosting achievement in both mathematics and reading. Indeed, analyses indicate that perceived competence had a stronger influence on subsequent engagement than engagement had on students' perceptions of themselves as competent learners. The findings also make clear that supportive teachers and clear and high expectations about behavior are key to the development of both student engagement and perceived competence. This study suggests that the earlier schools and teachers begin to build students' confidence in their ability to do well, the better off students will be. Because students' perceptions of their capacity for success are key to their engagement in school and learning, schools should be designed to enhance students' feelings of accomplishment. Teachers whom students see as supportive and who set clear expectations about behavior help create an atmosphere in which students feel in control and confident about their ability to succeed in future educational endeavors.

Leadership for Teacher Learning: A Community of Practice Perspective

Abstract: Purpose: The study is a two-stage inquiry into the influence of high school principals and department chairpersons on the nature of science and mathematics teachers’ community of practice participation Of particular interest is the extent to which formal leaders influence the formation of productive communities of practice and the extent to which leaders affect teachers’ professional beliefs and their instructional skills Research Design: Using the National Educational Longitudinal Study of 1988 (NELS:88) Second Follow-up Teacher File, measures for the analysis are constructed with the Rasch model Analysis proceeds in two stages using hierarchical linear modeling The first stage investigates the importance of school leaders to mathematics and science teachers’ participation in productive communities of practice The second stage looks at the relationship between school leadership and teachers’ competence and pedagogical skills, net of the influence of communities of practice Findings: Results suggest that both principals and department chairpersons are instrumental in shaping opportunities for teachers to learn in communities of practice Furthermore, results show that principals are well removed from the instructional concerns of teachers and that department chairpersons might serve to slow down the rate of instructional change Conclusions: The connections between school-level leadership and teachers’ social learning in their communities of practice have drawn the recent attention of those writing about and conducting research on teacher communities Researchers, practitioners, and policy makers want to know if school leaders can make a difference in how teachers think about their work and the quality of their instruction in classrooms Findings offer insight into important links in the causal chain between leadership and student achievement

Some Psychological Aspects of Reduced Consumption Behavior The Role of Intrinsic Satisfaction and Competence Motivation

Abstract: Efforts to promote environmentally appropriate behavior rely on motivation originating from 3 sources: other people, the environment, and one's self. This article examines a particular form of the ...

Redefining Translation Competence in an Electronic Age. In Defence of a Minimalist Approach

Abstract: Since the 1970s the notion of “translation competence” has been viewed as at least 1) a mode of bilingualism, open to linguistic analysis, 2) a question of market demands, given to extreme historical and social change, 3) a multicomponent competence, involving sets of skills that are linguistic, cultural, technological and professional, and 4) a “supercompetence” that would somehow stand above the rest. The general trend among theorists has been to expand the multicomponent model so as to bring new skills and proficiencies into the field of translator training. This trend may be expected to continue with the increasing use of electronic tools. Here it is argued, however, that the multicomponential expansions of competence are partly grounded in institutional interests and are conceptually flawed in that they will always be one or two steps behind market demands. On the other hand, a simple minimalist concept of translation competence, based on the production then elimination of alternatives, can help orient translator training in times of rapid technological and professional change.

Handbook of interpersonal competence research

Abstract: 1: An Introduction to Interpersonal Competence.- Definitions.- Competence.- Skill(s).- Knowledge.- Motivation.- Themes in the Competence Literature.- Control.- Collaboration.- Adaptability.- Summary.- 2: The Social Relevance of Competence.- Mental Disorders.- Mental Illness and Schizophrenia.- Depression.- Anxiety Disorders.- Stress-Related Disorders.- Anxiety.- Shyness.- Relational Disorders.- Heterosocial Anxiety and Skills.- Loneliness.- Network Adjustment.- Academic Disorders.- Developmental Disorders of Children.- Other Socially Relevant Phenomena.- Juvenile Delinquency.- Drug Abuse.- Mental Retardation.- Sexual Offense.- Therapeutic Outcomes.- Summary.- 3: Issues in Interpersonal Competence Research.- Trait Versus State.- Distinguishing Features of Traits and States.- Criticisms of Trait Competence Measures.- Criticisms of State Competence Measures.- Locus of Measurement.- Actor's Self-Evaluation.- Partner's Evaluation of Actor.- Third-Party Observations.- Comparisons of Actor, Partner and Observer Perspectives.- Individual Versus Relational Competence.- General Relational Competence.- Specific Relational Competence.- Interactional Competence.- Neglected Measurement Issues.- Artifacts.- Level of Abstraction.- Timing of Competence Judgments.- Summary.- 4: A Review of Measures.- Decision Parameters for Reviewing Measures.- A Grammar of Measurement Concepts.- Cone's Behavioral Assessment Grid.- Constellation Measures of Interpersonal Competence.- Assertiveness.- Empathy and Role-Taking.- Motivation.- Fundamental Social/Behavioral Competence.- Children's Competence.- Issues of Factor Structure.- A Description of Measures of Interpersonal Competence.- 5: Priorities for Interpersonal Competence Research.- The Need for Theory Development.- Promising Directions for Measurement.- Behavior Analytic Method.- Utility X Generalizability Decision Approach.- Incorporating Context into Competence Research.- Links Between Context and Interpersonal Competence.- Strategies for Assessing Situation.- Challenges in Accounting for Situation.- Summary and Conclusions.- A Bibliography on Interpersonal Competence.