Laura S. Hamilton, Heather L. Schwartz, Brian M. Stecher and Jennifer L. Steele
The purpose of this paper is to examine how test‐based accountability has influenced school and district practices and explore how states and districts might consider creating…
Abstract
Purpose
The purpose of this paper is to examine how test‐based accountability has influenced school and district practices and explore how states and districts might consider creating expanded systems of measures to address the shortcomings of traditional accountability. It provides research‐based guidance for entities that are developing or adopting new measures of school performance.
Design/methodology/approach
The study relies on literature review, consultation with expert advisers, review of state and district documentation, and semi‐structured interviews with staff at state and local education agencies and research institutions.
Findings
The research shows mixed effects of test‐based accountability on student achievement and demonstrates that teachers and administrators change their practices in ways that respond to the incentives provided by the system. The review of state and district measurement systems shows widespread use of additional measures of constructs, such as school climate and college readiness.
Research limitations/implications
There is a clear need for additional research on the short‐ and long‐term effects of expanded systems of measures. In particular, currently little is known about how the inclusion of input and process measures influences educators’ practices or student outcomes.
Practical implications
The research suggests several practical steps that can be taken to promote effective systems of measurement, including providing supports for high‐quality teaching to accompany new measures, offering flexibility to respond to local needs, and conducting validity studies that address the various purposes of the measures.
Originality/value
The paper provides new information about how states and districts are expanding their systems of measures for various purposes, and informs accountability policy by highlighting the benefits and limitations of current outcomes‐based approaches to accountability and by clarifying the trade‐offs and decisions that should be considered.
Details
Keywords
Laura S. Hamilton, Brian M. Stecher, Jennifer Lin Russell, Julie A. Marsh and Jeremy Miles
The design of the ISBA project was guided by an analysis of the SBA theory of action, its likely effect on educators’ work across levels of the educational hierarchy, and prior…
Abstract
The design of the ISBA project was guided by an analysis of the SBA theory of action, its likely effect on educators’ work across levels of the educational hierarchy, and prior research on the impact of SBA policies on teachers’ work. We begin placing our work in the context of theoretical accounts of school organizations and the occupational norms of teaching.
Soung Bae is a doctoral candidate in the Human Development and Education program at the University of California, Berkeley. Her work examines how teacher learning and development…
Abstract
Soung Bae is a doctoral candidate in the Human Development and Education program at the University of California, Berkeley. Her work examines how teacher learning and development is best cultivated and the relation between beliefs and practice.
Given this casting of the problem, the logical question by the late 1980s had become, how should government craft policy tools to motivate stronger efforts by local educators? A…
Abstract
Given this casting of the problem, the logical question by the late 1980s had become, how should government craft policy tools to motivate stronger efforts by local educators? A variety of central governments in the West had tried to lift children's learning curves through new funding for particular categories of students, along with tighter regulation of how these dollars must be spent. But this assumed that legislators and education bureaucrats knew how to best organize instructional “inputs” and social relations inside classrooms. The conceptual breakthrough with the new buzz around standards-based or performance-focused reform was that government would concentrate on clarifying learning outcomes, leaving local educators to tailor school inputs and pedagogical practices. (Several chapters in this volume show how, in fact, central governments have difficulty resisting the exercise of control over output standards and input mixes.)
T. Kwikkers, J. Lantaires, R.B. Turnbull, H.T. Law, Barry George and Dave Savage
On 20 April ISHM‐Benelux held its 1988 Spring meeting at the Grand Hotel Heerlen. This meeting was totally devoted to implantable devices, in particular to the technologies used…
Abstract
On 20 April ISHM‐Benelux held its 1988 Spring meeting at the Grand Hotel Heerlen. This meeting was totally devoted to implantable devices, in particular to the technologies used for these high reliability, extremely demanding devices. For this meeting ISHM‐Benelux was the guest of the Kerkrade facility of Medtronic. Medtronic (headquartered in Minneapolis, USA) is the world's leading manufacturer of implantable electronic devices. Apart from the assembly of pacemakers and heart‐wires, the Kerkrade facility acts as a manufacturing technology centre for Medtronic's European facilities.
Ibilola Ogundare, Rebecca Kassa, Omar Maali, Brian Lines, Jake B. Smithwick and Kenneth T. Sullivan
The construction industry is facing worker shortages, and the resulting competition for skilled workers has increased employee turnover in the sector. Consequently, construction…
Abstract
Purpose
The construction industry is facing worker shortages, and the resulting competition for skilled workers has increased employee turnover in the sector. Consequently, construction and engineering firms are struggling to attract and retain employees to meet current demands for construction projects. The regular inflow of new employees, who likely need training, may affect organizational and project performance. Construction firms can boost performance by assessing and then honing workers’ skills, including soft skills.
Design/methodology/approach
One way to assess individuals’ soft skills is to use personality assessments. This study used three personality assessments— – the HEXACO Personality Inventory, Emotional Intelligence Diagnostic and Q-DiSC 101 Behavioral Assessment – to identify the traits of general contractor project managers; sheet metal and air conditioning field leaders (specialty field leaders) and sheet metal, air conditioning and electrical project managers (specialty project managers) in the United States for job role transition purposes. The groups’ mean scores for each assessment component were analyzed using ANOVA and independent t-test to identify statistically significant differences in the personality traits of the three groups – specifically between specialty field leaders and general contractor project managers as well as between specialty field leaders and specialty project managers.
Findings
This study found that the personality characteristics of workers in these job roles varied. One-way ANOVA revealed that there were significant differences in mean personality factor scores among specialty field leaders, specialty project managers and general contractor project managers. Independent t-tests showed significant differences in patience, forgiveness, fearfulness, etc. identifying the differences between specialty field leaders and general contractor project managers. Similarly, results highlighted significant differences in modesty, inquisitiveness and sociability, among others, for specialty field leaders and specialty project managers.
Practical implications
Understanding the personality traits associated with skills needed for leadership across construction roles empowers companies to refine human resource strategies. Personality assessments can complement recruitment, identifying strong candidates for leadership positions. Additionally, these insights can optimize leadership development programs and facilitate career transitions for specialty field leaders by pinpointing suitable candidates and tailoring training programs for successful role changes.
Originality/value
This study contributes to the field in two ways. First, it focuses on personality traits within the specific context of construction leadership, providing valuable insights for companies seeking to optimize their leadership teams. Second, by exploring the personality differences between these roles, the study goes beyond individual job requirements and examines the potential challenges and opportunities for career transitions within construction. This information can be used to inform training programs and career development pathways for construction professionals.
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Brian J. Hoffman and Brian C. Frost
To examine the impact of emotional, social, and cognitive intelligences on the dimensions of transformational leadership using both paper‐and‐pencil measures and assessment center…
Abstract
Purpose
To examine the impact of emotional, social, and cognitive intelligences on the dimensions of transformational leadership using both paper‐and‐pencil measures and assessment center dimensions.
Design/methodology/approach
Multiple measurement methodologies were used to conceptualize emotional, cognitive, and social intelligence. Subordinate ratings of three dimensions of transformational leadership were used as the criteria. Correlation analysis and a series of multiple hierarchical regressions were used to determine the relationship between the multiple intelligences and three dimensions of transformational leadership.
Findings
Results indicate that a multiple intelligences framework is a useful approach to predict transformational leadership. Correlation analyses and multiple regression results indicated that the multiple intelligence framework explained between 10 and 25 percent of the variance in perceptions of transformational leadership and that assessment center dimensions explained additional variance beyond paper‐and‐pencil measures in transformational leadership.
Originality/value
This paper extends previous research by examining the impact of cognitive, emotional, and social intelligences on transformational leadership using multiple measurement methodologies. The results of this study provide a useful framework for practitioners interested in assessing precursors to transformational leadership, with a focus on assessment centers as a useful tool for predicting transformational leadership.