Gender Approaches in the Translation Classroom: Training the Doers edited by Marcella De Marco and Piero Toto (2019)

2021 ◽  
Vol 15 (3) ◽  
pp. 1-3
Author(s):  
Xinxin Wu
Keyword(s):  
Classroom Training

Gender Approaches in the Translation Classroom: Training the Doers edited by Marcella De Marco and Piero Toto (2019) Cham: Palgrave Macmillan, 200 pp.

Computer-Assisted Instruction in Reducing Errors in Scoring of the WISC—III

1999 ◽  
Vol 85 (3) ◽  
pp. 825-833
Author(s):  
Cathy W. Hall
Keyword(s):  
Graduate Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Initial Training ◽  
Software Simulation ◽  
Correct Assignment ◽  
Classroom Training ◽  
Assisted Instruction ◽  
Do So

The current study assessed the effectiveness of interactive computer-assisted instruction software in reducing subsequent errors in scoring the WISC–III. Errors in scoring from 84 protocols of graduate students presented with this software simulation as part of their initial training were compared with errors in scoring from 77 protocols of graduate students without such training. These were different sets of students matched for amount of training and differing in having the training component. Protocols from the former group contained significantly fewer errors of correct assignment of points, failure to question when specified to do so, and over-all total number of errors. Mechanical errors, conversion errors, and errors establishing correct starting and stopping points (basal and ceiling points) were not significant. The results support the effectiveness of computer-assisted instruction when used in conjunction with classroom training.

scholarly journals Capturing the Magic of Classroom Training in Blended Learning

Open Praxis ◽  
2014 ◽  
Vol 6 (3) ◽  
Author(s):  
Marilyn E. Laiken ◽  
Russ Milland ◽  
Jon Wagner
Keyword(s):  
Blended Learning ◽  
Classroom Training

Design-Based Research as a Methodology for Studying Learning in the Context of Work

2018 ◽  
pp. 21-42
Author(s):  
Ditte Kolbaek
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Research Question ◽  
Authentic Learning ◽  
Theoretical Framework ◽  
Organizational Studies ◽  
Learning From Experience ◽  
Methodological Issues ◽  
Design Based Research ◽  
Classroom Training

This chapter presents a suggestion for design-based research (DBR) as a methodology for organizational studies. Although DBR was developed for investigating classroom training, this chapter discusses the methodological issues that are involved when DBR is employed for investigating learning in the context of work. DBR seems to be suitable in this complex context as it is an authentic learning environment. The purpose of this chapter is to provide new perspectives on DBR, including suggestions for guidelines regarding how to conduct DBR for studying learning from experience in the context of work. The research question is: What is needed to utilize DBR to explore learning from experience in the context of work? The theoretical framework is based on Yrjö Engeström and John Dewey's work on learning, and the exploration of DBR is based on a literature review and findings in a seven-year DBR study on learning from experience in the context of work.

Management of Sales Force

2020 ◽  
pp. 52-83
Keyword(s):  
Force Control ◽  
Sales Force ◽  
Leadership Role ◽  
Appraisal System ◽  
Sales Team ◽  
Top Managers ◽  
Classroom Training ◽  
The Individual ◽  
Analysis Of Performance

Recruitment of sales force is an established process in most large organizations. This is because not only is it a continuous activity as the organizations grow, but the quality of the sales force is very important for the organization to succeed in the marketplace. So, selection and then further training of the selected sales force is very critical. Training can be imparted in various ways. Sometimes it is on-the-job or sometimes there is classroom training, etc. The methods vary according to the requirements of the organization as well as the individual sales person. Once inducted in the sales team, the sales persons as well as the executives has to be kept motivated. The sales force is motivated through financial as well as non-financial methods of motivation. Sometimes a promotion is sufficient, or sometimes, more financial motivations are required. All these also depends on the compensation structure of the sales force, especially in comparison with those of their competitors in their industry. The top management uses the theories of motivation in order to formulate their policies and regulations for the sales force. Control of sales force also is a very important task for the top managers, and it is usually carried out through the analysis of performance in their appraisal system. The top managers have to play the leadership role with their sales team and establish benchmarks of behavior and attitude for the entire team. This is because they are the leaders the entire sales team looks up to.

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