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Article
Publication date: 1 April 1992

Kevin J. Clancy and Robert S. Shulman

Managers can improve the likelihood of new product success with simulated test market (STM) research and software programs. It's a way of getting the had news in the laboratory…

38

Abstract

Managers can improve the likelihood of new product success with simulated test market (STM) research and software programs. It's a way of getting the had news in the laboratory, without spending millions of dollars only to be hammered in test market cities.

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Planning Review, vol. 20 no. 4
Type: Research Article
ISSN: 0094-064X

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Article
Publication date: 1 August 2003

Bhagaban Panigrahi, Fred O. Ede and Stephen Calcich

Data collected from 202 large and 92 small consumer goods manufacturing firms were analysed to examine the perceptions and experiences of these companies with test marketing as…

1123

Abstract

Data collected from 202 large and 92 small consumer goods manufacturing firms were analysed to examine the perceptions and experiences of these companies with test marketing as part of their new product development strategy. Seventy six per cent of the large companies and twenty four per cent of the small firms in the study test marketed their new products before full‐scale introduction. Chi‐square analysis indicated a relationship between firm size, type of business/industry, the scope of marketing operations, and whether the firm conducted test marketing or not. Cost, time constraints, and the generic nature of the product were the most prominent reasons cited by all firms for not conducting test marketing. In addition, small firms cited their size as amajor reason they did not engage in test marketing.

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Management Research News, vol. 26 no. 6
Type: Research Article
ISSN: 0140-9174

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Book part
Publication date: 4 February 2008

Mari Pearlman

To appreciate the distance the National Board for Professional Teaching Standards (NBPTS) certification program has come, and the speed with which it has traveled that distance, a…

Abstract

To appreciate the distance the National Board for Professional Teaching Standards (NBPTS) certification program has come, and the speed with which it has traveled that distance, a glance at its first decade from the perspective of assessment development is essential. The particulars of the history of the NBPTS's assessment strategies and designs have determined in many ways the current assessment architecture: the evolution of the assessment's design reveals the growth in our knowledge of innovative assessment strategies and formats and their uses. In this chapter, I will briefly summarize the history of the NBPTS assessment program, then describe and analyze the earliest assessment designs, some intermediate approaches, and then the current iteration (commonly referred to as the next generation certificates). I will finally detail the current assessment architecture, connecting that architecture to both the history and the lessons learned from the initial assessments.

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Assessing Teachers for Professional Certification: The First Decade of the National Board for Professional Teaching Standards
Type: Book
ISBN: 978-0-7623-1055-5

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Article
Publication date: 1 March 1974

Frances Neel Cheney

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are…

300

Abstract

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

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Reference Services Review, vol. 2 no. 3
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 February 1974

Frances Neel Cheney

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are…

411

Abstract

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Details

Reference Services Review, vol. 2 no. 2
Type: Research Article
ISSN: 0090-7324

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Book part
Publication date: 4 February 2008

Sam Wineburg

This chapter outlines some of the challenges in assessing teachers’ subject-matter knowledge. After reviewing traditional ways of mapping a domain, such as job analysis and…

Abstract

This chapter outlines some of the challenges in assessing teachers’ subject-matter knowledge. After reviewing traditional ways of mapping a domain, such as job analysis and “wisdom of practice,” the author alights on the two constructs, depth and breadth, that have come to define how teachers’ subject-matter knowledge is conceptualized. He argues that these two constructs constitute an impoverished vocabulary that misrepresents the complexity of the subject-matter knowledge teachers most need for effective instruction. He proposes an expanded set of constructs – differentiation and elaboration, qualification, integration, generativity, and epistemological knowledge – that better approximate the complexity of a subject-matter domain and serve as a better guide for creating an assessment system.

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Assessing Teachers for Professional Certification: The First Decade of the National Board for Professional Teaching Standards
Type: Book
ISBN: 978-0-7623-1055-5

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Article
Publication date: 1 March 1997

Connie Rae Bateman, Neil C. Herndon and John P. Fraedrich

This paper represents a discussion of transfer pricing (TP). Key factors are identified and propositions developed from tax accounting and other perspectives. Stages of the TP…

548

Abstract

This paper represents a discussion of transfer pricing (TP). Key factors are identified and propositions developed from tax accounting and other perspectives. Stages of the TP decision process are identified along with the critical factors directly affecting sales and a TP audit. Propositions are derived which show relationships among these variables and tax rates, competition, and TP methodologies. Finally, academic research implications are suggested.

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International Journal of Commerce and Management, vol. 7 no. 3/4
Type: Research Article
ISSN: 1056-9219

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Article
Publication date: 1 March 1974

Tom Schultheiss, Lorraine Hartline, Jean Mandeberg, Pam Petrich and Sue Stern

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the…

704

Abstract

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Details

Reference Services Review, vol. 2 no. 3
Type: Research Article
ISSN: 0090-7324

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Book part
Publication date: 4 February 2008

Linda Darling-Hammond

By 2006, the National Board for Professional Teaching Standards had offered advanced certification to 50,000 accomplished teachers using performance-based assessments of their…

Abstract

By 2006, the National Board for Professional Teaching Standards had offered advanced certification to 50,000 accomplished teachers using performance-based assessments of their teaching knowledge and practice (about 2% of the US teaching force). However, the Board has had much greater impact than the initial numbers of certified teachers suggested. As the first professional effort to define accomplished teaching, it has also had an enormous influence on standard-setting for beginning teacher licensing, teacher education programs, teacher assessment, on-the-job evaluation, and professional development for teachers throughout the United States. This chapter describes some of the results of the Board's work, evaluates its impact, and discusses issues that it raises for the future of teaching and the nature of the teaching career.

Details

Assessing Teachers for Professional Certification: The First Decade of the National Board for Professional Teaching Standards
Type: Book
ISBN: 978-0-7623-1055-5

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Article
Publication date: 1 April 2020

Robert Donmoyer

This paper has a twofold purpose: (1) to demonstrate, largely with historical evidence, that, contrary to what some have argued, thinking about educational research articulated at…

302

Abstract

Purpose

This paper has a twofold purpose: (1) to demonstrate, largely with historical evidence, that, contrary to what some have argued, thinking about educational research articulated at the start of the twenty-first century was not really “new wine in new bottles” but, rather, a continuation of the so-called paradigm wars about, ultimately, unresolvable methodological and epistemological issues that occurred during the twentieth century; (2) to suggest a way members of the educational administration field might transcend, or at least circumvent, time-consuming and distracting battles about unresolvable methodological and epistemological issues in the future while keeping their focus on issues of practice.

Design/methodology/approach

This is a quasi-historical essay that uses influential literature during the historical periods focused on as evidence to support the essay's arguments.

Findings

The paper demonstrates that twentieth century philosophical disagreements about research methods and the role that educational research can play in policy and practice decision making were not resolved but, rather, were largely reenacted during the first decade of the twenty-first century, again without a resolution. The paper proposes a way that administrators, policymakers and researchers can manage this situation and still use research to make policy and practice decisions.

Practical implications

The paper suggests a new role for both school administrators and policymakers to play. If administrators/policymakers play this role successfully, all types of research can inform decision making about policy and practice, and researchers can concentrate on doing their research rather than engaging in unresolvable philosophical disputes.

Originality/value

Although a great deal has been written about the twentieth century's theory movement and paradigm wars and the twenty-first century's so-called science wars, the link between these phenomena has not been discussed in the literature. In addition, there have been few attempts to articulate an operational strategy for managing unresolvable philosophical disputes about research methods and the role that research can play in decision making. This paper tackles both matters.

Details

Journal of Educational Administration, vol. 58 no. 3
Type: Research Article
ISSN: 0957-8234

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