Learner Perceptions of a Clinical Training Component for School Administrators

1980 ◽  
Vol 9 (1) ◽  
pp. 55-66
Author(s):  
Joseph W. Licata
Keyword(s):  
Problem Solving ◽  
Clinical Training ◽  
School Administration ◽  
School Administrators ◽  
Professional Staff ◽  
Training Systems ◽  
Traditional Training ◽  
Learner Perceptions ◽  
And Performance ◽  
The Relationship

Viewing school administrators as learners, the purpose of this investigation was to assess the relationship between learner perceptions of differential training systems and role and performance in school administration. The findings suggest that school administrators view problem solving as an important descriptor of role and performance and that clinical training experiences may be at least as relevant or more relevant to the process of school problem solving and administration than more traditional training experiences. A perceived inverse relationship between the relative hinderance (paperwork) level of instructional media and relevance to practice was noted. School administrators saw other administrators and their professional staff as being at least as relevant to performance in a clinical setting as the training component's instructional staff.

The Relationship between Group Size and Performance on a Microcomputer Problem-Solving Task for Learning Handicapped and Nonhandicapped Students

1987 ◽  
Vol 3 (2) ◽  
pp. 171-187 ◽  
Author(s):  
Joan Lieber ◽  
Melvyn I. Semmel
Keyword(s):  
Problem Solving ◽  
Group Size ◽  
Task Engagement ◽  
Mathematics Problem Solving ◽  
Working Together ◽  
And Performance ◽  
Study Participants ◽  
Relationship Of ◽  
The Relationship ◽  
Problem Solving Task

Microcomputers are a powerful resource. Yet, in order for teachers to use this technology effectively, they need information about how specific variables might affect the performance of mildly handicapped as well as nonhandicapped learners. This study examines the effect of group size on performance measures, the relationship between group size and task engagement, and the relationship of task engagement to performance for both types of learners. Twenty learning handicapped and twenty nonhandicapped boys from upper elementary grades participated for ten minutes, three times per week for a four-week period on a mathematics problem solving task. Each student worked individually, with a handicapped partner, and with a nonhandicapped partner. Results indicated that it was as effective for students to work with a partner at the computer as it was for them to work alone. This finding occurred although dyads had half as much time at the computer as students working alone. Task engagement was also similar for children working in dyads or individually. Following each computer session a paper and pencil task was administered individually to the study participants. There was no difference in number correct related to group size; yet, at the most difficult task level, learning handicapped children solved more problems correctly following a computer session in which they worked with a partner. It appears that given a software program which requires students to apply mathematics skills to a new situation, it is effective to have two children working together at the computer.

The Values of School Administration: Preferences, Ethics, and Conflicts

1998 ◽  
Vol 8 (4) ◽  
pp. 399-422 ◽  
Author(s):  
Paul T. Begley ◽  
Olof Johanssqn
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Conceptual Framework ◽  
School Administration ◽  
School Principals ◽  
School Administrators ◽  
The Other ◽  
Value Conflicts ◽  
Processing Theory ◽  
Conducting Research

This article reports the findings of two studies focussed on the personal and professional values of school administrators. Two themes were employed as general organizers for the research: the influence of personal preference and transrational principles on the problem solving actions of school administrators and the value conflicts that administrators experience in their work. One study was conducted in Umea (Sweden), the other in Toronto (Canada). The conceptual framework integrates Hodgkinson's (1991) values theory with information processing theory. Action research methods were adopted as a way of overcoming the special problems associated with conducting research on values. Findings suggest that administrators’ personal values are significant influences on problem solving. Specifically, the rational value types of consensus and consequences predominate in the valuation processes of school principals, personal preferences are infrequently articulated, and transrational principles are employed under particular circumstances.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

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