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In this National Board-commissioned study, we examined types of feedback that teacher candidates for certification might receive along with their score reports after completing the Board's assessment process. We designed three standardized forms of feedback and interviewed 29 teachers from the 1993–1994 Early Adolescent/Generalist cohort about their preferences for each of the feedback options and about the inferences that they drew about their performance based on each type. The three feedback formats were (a) cases – extended descriptions of actual performances, annotated with scorer notes; (b) performance syntheses – brief descriptions of the scoring criteria accompanied by a variety of excerpts from candidate materials portraying performances at each level; and (c) illustrative summaries – evaluative descriptions of various candidate responses. Teachers reported that, of the three standardized formats offered to them, they preferred the cases format with its extended descriptions of an actual performance accompanied by annotated scoring notes. In terms of learning effects, candidates drew reasonably accurate inferences about their performance based on both cases and performance syntheses. The central conclusion we reached based on these findings was that feedback needs to be clearly organized around the scoring criteria for the exercise, and that examples of actual performances illustrating the application of the scoring criteria are important. However, teachers also reported that they would have preferred individualized, customized feedback on their own performance, although this option was not offered by the Board. As well, teachers indicated they would have preferred receiving the standardized feedback as “feedfront” to use in guiding them in their teaching and in preparing their assessment materials.

“Certification”, in the context of this book, is an endorsement by a professional body that a member of that profession has attained a specified set of advanced performance standards. Application for NBPTS advanced certification is usually voluntary and available to all members of the profession (who have had to have at least three years experience in the profession). It is based on assessment of performance; it is not an academic qualification, or a record of professional development courses attended. It is portable – it belongs to the person (it is not a job or position or classification specific to a school or employer). A professional certification system is not in itself a performance pay scheme, but it does aim to provide a service to the profession, to the public and to employing authorities seeking a credible basis on which to provide incentives for professional development and recognition to teachers who reach high standards. Most important, it acknowledges that the individual who gains this certification is demonstrably teaching at the highest levels in our profession.

Teachers are central to the learning of their students, and teacher learning is integral to teaching quality. In this study, six teachers who had recently completed the National Board assessment in the Middle Childhood/Generalist certificate area were interviewed over a six-month period about the effects of the certification process on their views and practices. Overall, the six teachers described changes in their practices for each of the eleven standards, with nearly all of the teachers describing changes in three areas in particular – reflection, assessment, and family involvement. In addition, most of them reported that the certification experience increased their confidence as teachers in part because it validated their current practice and in part because others treated them with more respect. Overall, four of the six teachers described their experience as having had a significant positive effect on their practice, with one teacher characterizing the effect as modest, while another reported little change. The teacher who reported few changes did so because she believed that her practices were already consistent with the National Board vision. A number of features of the National Board certification process appeared to contribute to the professional development of these teachers, including the standards themselves, the portfolio process (but not the assessment center exercises), writing structured commentaries, and collaborating with colleagues.

Lawrence Ingvarson is a principal research fellow at the Australian Council for Educational Research. Prior to taking up his present part-time position, he was the research director of the Teaching and Leadership Program at ACER. He began his career as a science and mathematics teacher, teaching in West Australia, Scotland, and England before undertaking further studies at the University of London. He has held academic positions at the University of Stirling in Scotland and Monash University in Melbourne.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

The purpose of this paper is to model a practical solution to the lack of library modules within commercial courseware.

A comprehensive examination of the technical, political, and practical issues surrounding this problem provides the framework for designing a dynamic administrative tool that facilitates information access for distance courses.

There are many different programming languages and models librarians can use to implement similar course modules. If librarians lack the skills to build these applications, student workers skilled in computer science can help.

This and similar models of organizing resources and information for distance students has an immediate impact on services to online users, leveraging of resources and tangible benefits to the student.

Librarians need to build their own technological solutions to serve their users when the commercial world is not addressing a real need.

This paper aims to investigate how various sales personas interacted and played a role in the early growth of Ewing Kauffman’s Marion Laboratories in the 1950s.

The approach taken is a variation of “retrodiagnosis” – wherein modern psychographic personas are used to profile historical actors. After reviewing trends in both the academic and trade literatures related to professional and entrepreneurial selling in complex environments, the foundational sales force at Marion Laboratories active in the 1950s was assessed using the five sales personas proposed in a 2011 Corporate Executive Board (CEB) study: namely, hard-workers, relationship-builders, lone-wolfs, reactive-problem-solvers and challengers.

Individual members of the foundational sales force at Marion Laboratories displayed a number of dominant persona and subdominant persona traits. The relative success and managerial challenges evidenced by individual members of Marion’s foundational sales force are consistent with the CEB sales persona performance patterns. Specifically, those with dominant challenger and lone-wolf personas were especially crucial in driving sales success – to the point that Marion rapidly rose to become the most notable sales force in the American pharmaceutical vertical.

Given that only a single firm was investigated, along with the interpretive and qualitative nature of the study, the findings are not generalizable. Additional studies in a similar vein with similar findings would add further support to the current findings. Theoretical implications related to customer development and effectuation are touched on.

The investigation lends qualitative historical support to the CEB study. The question of optimal-sales-team-persona-mix is worth founder’s consideration.

This is the first study to use contemporary sales personas to investigate a historically significant entrepreneurial sales force.