How much more or less does it cost in different jurisdictions to recruit and employ school personnel with similar characteristics into similar jobs and assignments? Using the NCES Schools and Staffing Survey (SASS), a cross-sectional teacher cost index (TCI) is developed.
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To respond to the growing need to understand this concept better, this chapter focuses on several aspects of situation awareness. The operationalization and the appropriate measurement of the construct has implications for the establishment of sound experimental methodologies to identify the critical components of situation awareness, determine its relationship with performance, and explore the critical moderators that can potential affect this relationship. The objectives of this effort are to review and synthesize the relevant literature on situation awareness, including various descriptions of what constitutes situation awareness and the background information on the cognitive variables that underlie this construct.
In this article, we examine situation awareness (SA) on two levels. First, we briefly summarize some elements that are common to several of the proposed explanations of individual SA in order to provide a base for examining team SA. Second, we identify critical variables that are associated with team SA and describe processes and behaviors that have been proposed as contributors to its establishment and maintenance. On the basis of the information reviewed, we identify issues related to the measurement and training of team SA.