Discussion of performance analysis and improvement focuses on a performance system that is regulated by feedback from both internal and external sources. Discusses human performance technology (HPT), which focuses on the goals of the organizational structure; and explains the macrosystem, including metrics and standards; the microsystem; and…

Performance feedback and checklists were used to improve the degree to which middle-school teams adhered to elements of systematic problem solving as described in the Instructional Consultation literature (Bartels & Mortenson, 2002; Rosenfield, 1987). Direct observations of problem-solving meetings were conducted to determine levels of adherence…

Describes the recording of protocols of student problem solving, some of the problems arising in this approach, and the difficulties faced by the researcher. (Author)

The ways in which process consultation is used to provide technical assistance to schools are discussed. (JD)

Describes a modular approach in which students are taught about complex systems and problem solving through computer simulation and immediate feedback. (SK)

This paper describes an exploration of an inquiry-based learning approach undertaken with a group of first-year students in a large undergraduate class. An innovative technology support was used to manage the process and an exploration was undertaken to determine students' responses to learning based on problem-solving activities. The study…

Almost every K-8 technology activity includes feedback. Technology teachers generally view the input-process-output paradigm as being incomplete. A step toward completion would be the inclusion of a "feedback" component incorporating reengineering. This article provides an example of how one activity evolved through several stages to include…

An outline for a communication strategies training program/workshop is provided that is specifically designed to meet the preservice and inservice needs of special educators. It is based upon the collaborative consultant model and provides specific, but flexible, training plans. The various communication strategies are described: (1) empathetic…

This article has three goals: to set forth some general claims about the course of skill acquisition; to discuss a series of counter intuitive predictions derived from the ACT theory; and to review the state of empirical evidence relevant to these predictions. (LMO)

Describes a programming environment called Tinker, in which a beginning programmer presents examples to the machine, distinguishing accidental and essential aspects of the examples. Examples of programming in Tinker are presented in which programmers demonstrate how to handle specific examples and the machine formulates a procedure for handling…

Argues that computers are not the inhuman devices stereotyped in the popular media but valuable tools which can humanize education and help develop basic human traits by enhancing autonomy, individuality, rationality, affectiveness, responsiveness, and creativity. (DC)

Describes an approach to team training based on behavior modification learning principles and describes how it differs from other learning approaches and from common practice. While the implications are strongest for off-site and classroom training, there are implications for process consultation with intact teams. (Author)

This paper describes the global feedback in ActiveMath, a Web-based adaptive learning environment for mathematics and beyond. It addresses some of the cognitive foundations and the architecture of the suggestion mechanism with its components. This architecture separates components for diagnosis from components for suggestions and different types…

Peer coaching has been identified as a methodology for increasing teacher effectiveness. This paper discusses the topic of peer coaching in three parts. First, a review of current literature on peer coaching defines the types of peer coaching and discusses their multiple benefits. The second section considers the factors influencing successful…

Parents and adolescents were taught to resolve conflicts concerning rules, responsibilities, and values through the use of problem solving and communication skills. Problem-solving included (1) defining the problem, (2) listing alternative solutions, (3) evaluating the solutions, and (4) planning implementation. Communication skills included (1)…