&lt;p&gt;Supervisor’s Perceptions of the Work Attitudes of Two Groups of
            Employees&lt;/p&gt;

Brauchle, Paul E.; Azam, Md. Shafiqul

doi:10.21061/jots.v29i2.a.2

Cited by 4 publications

(2 citation statements)

References 6 publications

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“…Çalışma kavramı, farklı toplumlarda ve tarihsel bağlamlarda farklı etkinlikleri ifade eden muğlak ve tartışmalı bir kavram olmakla birlikte, genel olarak bir amaca yönelik insan çabası olarak tanımlanmaktadır (Outhwaite, 2008). ÇE ise genel olarak çalışanlardan beklenen olumlu tutum, değer ve alışkanlıkları ifade etmektedir (Brauchle ve Azam, 2003).…”

Section: çAlışma Etiği (çE)unclassified

Teachers and School Administrators on Public Service Motivation and their Relationship with Work Ethic Attitudes

Aydın

Demirkasımoğlu

Demir

et al. 2022

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Section: çAlışma Etiği (çE)unclassified

Teachers and School Administrators on Public Service Motivation and their Relationship with Work Ethic Attitudes

Aydın

Demirkasımoğlu

Demir

et al. 2022

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“…Tydings (2003) identified how advisory committee members, instructors, and students perceived work ethic descriptors of the OWEI and compared differences of ratings on the descriptors depending on the positions of respondents associated with a technical college. Brauchle and Azam (2003) compared factor structures and subscale responses for the OWEI between self-perceived work attitudes of manufacturing employees and their supervisors' ratings of those same employees. Brauchle and Azam (2004) investigated the effects of information job, non-information job, gender, age, level of education, and length of full-time employment on employee work attitudes.…”

Section: The Occupational Work Ethic Inventorymentioning

confidence: 99%

Development and Validation of a Short Form of the Occupational Work Ethic Inventory

Park¹,

Hill²

2018

Journal of Career and Technical Education

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Developing Professional Competence through Assessment: Constructivist and Reflective Practice in Teacher-Training

Lalor¹,

Lorenzi²,

Rami³

2015

EJER

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Problem Statement: Traditional forms of assessment such as essays and end of term examinations are still widely used in higher education in Ireland as the sole assessment method. These forms of assessment, while they may be valid and reliable approaches for collecting evidence of the acquisition of theoretical knowledge, rarely afford students the opportunity to apply knowledge to key professional scenarios. In the context of teacher education, if the aim is to develop teacher competence beyond the mere possession of technical skills then appropriate pedagogic and curriculum interventions need to be developed, implemented and evaluated.Purpose of Study: This paper argues that reflection and experiential learning should be infused through effective assessment strategies and embedded in the training and formation of trainee-teacher attributes. The authors draw on their experience as lecturers and module/course designers for an 'Assessment' module within a teacher-training degree programme in a School of Education in the Republic of Ireland.Methods: This paper presents the findings of a 4-year study, which adopted a multi-methods approach. The research was conducted using both numerical and qualitative tools. A primary focus of the research used student reflection to generate relevant data suitable for analysis and this was then triangulated with module evaluations and numerical performance data. The paper describes the research that used

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<p>Supervisor’s Perceptions of the Work Attitudes of Two Groups of Employees</p>

Cited by 4 publications

References 6 publications

Teachers and School Administrators on Public Service Motivation and their Relationship with Work Ethic Attitudes

Teachers and School Administrators on Public Service Motivation and their Relationship with Work Ethic Attitudes

Development and Validation of a Short Form of the Occupational Work Ethic Inventory

Developing Professional Competence through Assessment: Constructivist and Reflective Practice in Teacher-Training

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