Despite the gaps in research, a number of knowledge-elicitation methods available from research on individual CTA seem adaptable to a team environment. Some of these have been used in the team performance arena, whereas others have not. This section suggests potential methods for the different types of team knowledge described in the previous section: methods for eliciting pretask team knowledge and dynamic team knowledge. We list the type of team knowledge and discuss previous attempts (if any) to elicit this knowledge. We also suggest other methods that have potential to tap this knowledge. Although a detailed description of all potential methods is beyond the scope of this chapter, we have attempted to include a brief description of a variety of methods.
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This third monograph, addressing the 1997 Amendments to IDEA, discusses how to use the information gathered during the functional behavioral assessment process to develop and implement positive behavioral intervention plans that address both the short- and long-term needs of the student.
The purpose of this paper is to review major options NAEP faces regarding introduction of technology into the assessment and to review priorities that can guide this introduction.
This paper sought to provide a comprehensive analysis of a rater training program through the use of multifacet Rasch measurement. The purpose was to display how such an analysis can provide specific information on raters that is useful for feedback, and also important information concerning the performance of the rating form and training materials.
This Excel file accompanies A Practical Guide on Designing and Conducting Rigorous Impact Studies in Education: Lessons Learned from the What Works Clearinghouse (Phase I) (Song & Herman, 2009), a paper written with the support from the William T. Grant Foundation.
Using event-based knowledge elicitation, we obtained differences between respondents based on their experience level, providing some empirical evidence for the validity of the approach. The technique requires significant preparation time compared with other approaches, but because expectations can be developed, it may greatly simplify the data analysis. This is especially true if focused information is sough and the analyst plans to collect data from a number of experts.
This article introduces basic definitions and concepts important in discussions of early intervention for children with, or at risk for developing, emotional or behavioral disorders.
This article takes a public health perspective on early intervention for children with, or at risk for developing, emotional or behavioral disorders.
Teachers' use of education technology in their classrooms and schools report examines the availability of this technology in their classrooms and schools, their training and preparation for using it, and the barriers to technology use they encounter.
This report provides national data on children’s skills, knowledge, and experiences as they enter kindergarten for the first time. The data are the first findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99.