Innovative debriefing protocol for simulation training improvement

Previous multidisciplinary study of vocational simulation training helped us to elaborate an innovative debriefing protocol for simulation training sessions in seven steps applying two key principles (called “debriefing 7S2P”). This study aimed at testing its efficacy and assessing its potential performance. This was undertaken experimentally for simulation training sessions in industrial context gathering novice and experienced workers (N=68) to perform individually a simple technical task. The results obtained showed that this debriefing protocol could provide a gain of performance up to 30%. Analysis and explanation were provide

How 'situational' is judgment in situational judgment tests?

Whereas situational judgment tests (SJTs) have traditionally been conceptualized as low-fidelity simulations with an emphasis on contextualized situation descriptions and context-dependent knowledge, a recent perspective views SJTs as measures of more general domain (context-independent) knowledge. In the current research, we contrasted these 2 perspectives in 3 studies by removing the situation descriptions (i.e., item stems) from SJTs. Across studies, the traditional contextualized SJT perspective was not supported for between 43% and 71% of the items because it did not make a significant difference whether the situation description was included or not for these items. These results were replicated across construct domains, samples, and response instructions. However, there was initial evidence that judgment in SJTs was more situational when (a) items measured job knowledge and skills and (b) response options denoted context-specific rules of action. Verbal protocol analyses confirmed that high scorers on SJTs without situation descriptions relied upon general rules about the effectiveness of the responses. Implications for SJT theory, research, and design are discussed

Investigating the Advancement of Middle School Mathematics Teachers’ Meanings for Partitive Division by Fractional Values of Quantities

abstract: Researchers have described two fundamental conceptualizations for division, known as partitive and quotitive division. Partitive division is the conceptualization of a÷b as the amount of something per copy such that b copies of this amount yield the amount a. Quotitive division is the conceptualization of a÷b as the number of copies of the amount b that yield the amount a. Researchers have identified many cognitive obstacles that have inhibited the development of robust meanings for division involving non-whole values, while other researchers have commented on the challenges related to such development. Regarding division with fractions, much research has been devoted to quotitive conceptualizations of division, or on symbolic manipulation of variables. Research and curricular activities have largely avoided the study and development of partitive conceptualizations involving fractions, as well as their connection to the invert-and-multiply algorithm. In this dissertation study, I investigated six middle school mathematics teachers’ meanings related to partitive conceptualizations of division over the positive rational numbers. I also investigated the impact of an intervention that I designed with the intent of advancing one of these teachers’ meanings. My findings suggested that the primary cognitive obstacles were difficulties with maintaining multiple levels of units, weak quantitative meanings for fractional multipliers, and an unawareness of (and confusion due to) the two quantitative conceptualizations of division. As a product of this study, I developed a framework for characterizing robust meanings for division, indicated directions for future research, and shared implications for curriculum and instruction.Dissertation/ThesisDoctoral Dissertation Mathematics Education 201

The Performance of Prekindergarten Children on Representational Tasks Across Levels of Displacement.

This investigation was guided by Nelson\u27s (1996) experiential theory and the Situational-Discourse-Semantic (SDS) model of Norris and Hoffman (1993, 1997, in press) which was used to establish predictions regarding the representational difficulty of each of the task conditions. Subjects were 32 four-year-old children enrolled in four prekindergarten programs located within a small city in southern Louisiana and represented both lower and middle SES populations. The tasks required subjects to represent knowledge of the bedtime routine, ranging from personal enactments with props through generation of stories and event scripts for hypothetical situations. Performances were analyzed for content in terms of event structure or story structure. The linguistic forms of the performances were analyzed for MLU, completeness, and complexity. Subjects were predicted to perform higher on lower level tasks. The view of representational abilities as existing along a continuum of displacement levels as proposed by the SDS model was largely supported by the analysis of content scores. Partial support resulted for the prediction that children would produce utterances with more completeness and complexity for tasks rated as lower levels of the SDS model. Experiential theory and the SDS model propose that the ability to represent information displaced from the self and the present time and space is mediated by language experience with caretakers in direct and indirect literacy experiences. Subjects having higher levels of home literacy experience, as measured by a caretaker questionnaire, were predicted to perform higher on higher level tasks. Subgroups were formed according to caretaker reports for higher and lower amounts of home literacy experience. Performance scores for the two groups were compared. Results largely supported this prediction as the higher literacy experience group scored higher on all tasks with significant differences for 5 of the 7 tasks on content and for only the highest level task on form. Content and form scores for all subjects on the 7 representational tasks were also correlated with the home literacy experience scores. Correlations for individual performances and home literacy experience generally supported predictions made by the SDS model as high correlations were found for the highest level tasks

Intimate partner aggression: what have we learned? Commentary of Archer’s meta-Analysis.

Archer's work (2000) is a meta-analysis of the Conflict Tactics Scale (CTS; Straus, 1979) that provides a summary of what has been learned from applications of this instrument, especially with adolescents and young adults in dating rather than long-term relationships. He concluded that more women than men self-report physical aggression toward a partner, although a higher proportion of those injured and receiving medical attention are women. A meta-analysis can be viewed as comprising three stages: primary—the level of the original data in the component studies, secondary—the formal meta-analysis, and tertiary—the level of interpretation of the results. Although the author is not responsible for the flaws in the available studies, he must frame the conclusions within the constraints identified in the primary data because nothing in meta-analysis neutralizes them. We conclude that Archer's work falls short at all three stages. This commentary outlines our concerns regarding (a) the two conflicting viewpoints about intimate partner violence that ground the work; (b) the conceptualization and operational definitions of the constructs of aggression, violence, physical assault, and harm assessment; (c) fundamental and common methodological limitations of the studies included in the meta-analysis that should have tempered interpretation of the findings; and (d) issues of generalizability of the results. We conclude by elaborating a broader context supporting the gendered nature of intimate violence within which the research questions could be profitably studied

How to Design An Interactive System for Data Science: A Literature Review

As part of an ongoing design science research project, we present a systematic literature review and the classification of 214 papers scoping the work on Data Science (DS) in the fields of Information Systems and Human-Computer Interaction. The overall search was conducted on Web of Science, Science Direct and ACM Digital Library, for papers about the design of IT artefacts for Data Science, over the period of 1997 until 2017. Our work confirms a rich interdisciplinary field of inquiry and identifies promising research clusters, with examples. Moreover, we found few studies with concrete guidance on how to design a system for DS when targeting for broader technical and business user profiles and multi-domain application. Being a multidimensional and creative complex process, there is potential in the development of hybrid methods of design theory and practice, for a variety of further work from researchers and practitioners

The Elusiveness of Applied Management Knowledge: A Critical Challenge for Management Educators

A wealth of anecdotal data suggest that, despite sufficient conceptual knowledge of what constitutes effective management practice, managers may often lack the ability to apply that knowledge in context. We measured the applied managerial knowledge of 21,319 managers and 2,644 students and found a disturbingly low level of such capability in both groups. Moreover, our findings indicated little difference in demonstrated applied managerial knowledge across a wide range of management experience. In our student sample, we found only modest to small relationships between applied managerial knowledge and measures of cognitive aptitude, select personality characteristics, and academic performance. Despite an immense amount of educational resources devoted to its development, applied managerial knowledge is clearly elusive. We discuss implications for future research and more effective management education

Change Of Routines: A Multi-Level Analysis

This paper analyses how organizational routines change. It focuses on the level of learning groups within organizations. The paper starts with a summary of the 'activity theory' of knowledge used. Next, the notion of scripts is used, to analyse organizational groups as 'systems of distributed cognition', and to identify different levels of routines and their change. Finally, the paper looks at communication routines or rules needed for different levels of change, in the formation of new 'shared beliefs'.organizational change;organizational learning;evolution;routines;scripts