The purpose of this report is to develop an inflationary cost-of-education index that improves upon measures of inflation previously proposed and used by researchers in the field. This report presents a comprehensive measure of inflation for the prices of school inputs. The methodological approach builds on the same hedonic wage model used in previous work by Chambers (1995b) to develop a geographic cost-of-education index.
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This study investigates the amount of uncertainty added to NAEP estimates by equating error under both ideal and less than ideal circumstances.
The authors of this paper provide a summary overview of what is already known and what is needed to learn about item types for future NAEP assessments.
According to Cannon-Bowers et al., shared mental models are organized bodies of knowledge that are shared across members of a team. They suggest that such models have the potential to affect teamwork at two levels. First, when communication channels are limited, shared mental models enable team members to anticipate other team member behaviors and information requirements. Second, shared mental models of a team task enable team members to perform team functions from a common frame of reference. Recent work, presented in this volume, is directly related to our first principle. Of these chapters, Dickinson and McIntyre focus on team knowledge and attitudes, and Kraiger and Wenzel focus on team mental models.
This report summarizes prior efforts to provide guidance in resolving the key issues confronting the development of a national outcome-based reporting system for adult education programs.
Quality indicators have helped states define the components of program quality and enabled them to develop measures for evaluating programs to ensure effective practice. This paper presents a summary of state implementation of the quality indicators, focusing on the development of measures and standards for the indicators and the impact they have had on state accountability systems and program quality, and discusses how states are using the quality indicators and presents a summary of the indicator measurement systems in six states.
A number of recent authors have argued the need for greater levels of specificity in our understanding of "why, when, and for whom a particular type of training is most effective." The three studies reported here have attempted to respond to this need by examining the determinants of team member assertiveness.
This study examined the effects of experience on the degree to which various team behavior characteristics were weighted in a team member's perception of team behavior importance. In general, the results supported the hypothesis that experience would moderate the extent to which team members weighted different team behavior characteristics when making judgments of overall team behavior importance.
The initiatives to enhance adult learning program accountability and assessment systems of the following states are described in this paper: Colorado, Connecticut, Delaware, Florida, Georgia, Iowa, Kentucky, Oregon, Texas, Washington, West Virginia.