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Books on the topic 'Written communication – Evaluation'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Hart, D. J. The development of a French language writing test, pilot phase: Final report to the French Training and Evaluation Centre. [Toronto]: Modern Language Centre, O.I.S.E., 1989.

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2

Corrin, Harry. On your marks: Guide to the evaluation and improvement of writing in the transition years. Nepean, ON: Program Evaluation, Carleton Board of Education, 1992.

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3

Berman, Robert. Effects of teachers' written comments on the learning by advanced ESL students of discourse in second language writing. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1991.

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4

N, Applebee Arthur, Educational Testing Service, National Assessment of Educational Progress (Project), and National Center for Education Statistics., eds. NAEP writing report card. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1994.

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5

F, Lunsford Ronald, ed. Twelve readers reading: Responding to college student writing. Cresskill, N.J: Hampton Press, 1995.

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6

Sourcebook of interactive practice exercises in mental health. New York: Springer, 2011.

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7

"Good writing" in cross-cultural context. Albany, NY: State University of New York Press, 1996.

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8

Loch, Wolfgang. Schriftliche Formulierungsprobleme in der Sekundarstufe II: Analysen und Förderungskonzepte. Frankfurt am Main: Peter Lang, 2010.

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9

Grammatical correctness and communicative ability: A performance analysis of the written and spoken English of Swedish learners. Umeå: [Universitetet], 1987.

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10

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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11

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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12

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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13

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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14

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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15

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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16

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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17

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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18

Flaherty, Mary Grace. Great Library Events: From Planning to Promotion to Evaluation. Rowman & Littlefield Publishers, Incorporated, 2021.

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19

Great Library Events: From Planning to Promotion to Evaluation. Rowman & Littlefield Publishers, Incorporated, 2021.

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20

Streatfield, David, and Sharon Markless. Doing Library Impact Evaluation: Enhancing Value and Performance in Libraries. Facet Publishing, 2021.

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21

Streatfield, David, and Sharon Markless. Doing Library Impact Evaluation: Enhancing Value and Performance in Libraries. Facet Publishing, 2021.

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22

Streatfield, David, and Sharon Markless. Doing Library Impact Evaluation: Enhancing Value and Performance in Libraries. Facet Publishing, 2021.

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23

Staff, Primary Research Group. Survey of Academic Library Leadership: Evaluation of the Institutional Digital Repository. Primary Research Group, 2019.

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24

Staff, Primary Research Group. Survey of Academic Library Leadership: Evaluation of the Virtual Reference Service. Primary Research Group, 2019.

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25

Studies Of Functional Text Quality.(Utrecht Studies in Language and Communication 1). Rodopi Bv Editions, 1992.

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26

Henk, Pander Maat, and Steehouder Michaël, eds. Studies of functional text quality. Amsterdam: Rodopi, 1992.

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27

Berman, Robert. Effects of teachers' written comments on the learning by advanced ESL students of discourse in second language writing. 1991.

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28

Evaluating the School Library: Analysis, Techniques, and Research Practices, 2nd Edition. ABC-CLIO, LLC, 2020.

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29

Everhart, Nancy. Evaluating the School Library: Analysis, Techniques, and Research Practices, 2nd Edition. ABC-CLIO, LLC, 2020.

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30

Responding to Student Writers. Bedford/Saint Martin's, 2012.

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31

Reading assessment redesigned: Authentic texts and innovative instruments in NAEP's 1992 survey. [Washington, D.C.]: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1995.

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32

Piechowski, Lisa Drago. Report Writing and Testimony. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195341096.003.0007.

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This chapter focuses on report writing and testimony as part of disability evaluation. More specifically, it explains how to organize a report, what information should (and should not) be included, the required level of detail, and the effective response to referral questions. It also highlights the importance of accurate communication of information. The chapter first discusses the purpose of a written report in evaluations of disability and the organizational structure of the forensic report before turning to the information that must be included in the evaluation report. It presents an example of a format divided into the following sections: introduction, procedures, summary of records reviewed, behavioral observations and mental status data, clinical interview, data from psychological or neuropsychological testing, collateral contacts, formulation of opinions, and answers to referral questions. Finally, the chapter describes how the written report can form the basis for testimony in court or in an administrative hearing.

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33

Richard, Straub, ed. Key works on teacher response: An anthology. Portsmouth, NH: Heinemann/Boynton Cook Publishers, 2006.

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34

Lunsford, Ronald, and Richard Straub. Key Works on Teacher Response: An Anthology. Boynton/Cook, 2006.

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35

Lockwood, Catherine M. Evaluating students' ability to integrate written and visual communication. The Center for Interdisciplinary Studies of Writing, 1996.

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36

Glass, Richard M. Types of Articles. Oxford University Press, 2009. http://dx.doi.org/10.1093/jama/9780195176339.003.0001.

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Effective written communication requires the author to consider the intended message and audience and use a form appropriate to both. Medical journal articles usually fit into one of the following 7 main types. Published reports of original research are the backbone of medical and scientific communications. Critical evaluation and replication of the findings of such reports are key aspects of quality control and progress in science and medicine; the clinical applications of original research are a major source of benefits for patients. Journals often categorize reports of original data as Original Articles, Original Communications, or Original Reports, section headings that emphasize the new findings such articles intend to communicate. Short articles reporting original data may be called Brief Reports. Studies that address basic issues of physiology or pathology may be called Research Reports or Clinical Investigations. In JAMA, articles that report preliminary findings are called Preliminary Communications...

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37

British Columbia. Ministry of Education., ed. 1993/94 provincial assessment of communication skills: How well do British Columbia students read, write, and communicate? [Victoria]: Province of British Columbia, Ministry of Education, 1994.

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38

Kellum, John A. Rapid Response System. Edited by Raghavan Murugan and Joseph M. Darby. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190612474.001.0001.

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This handbook provides a practical approach to the evaluation, differential diagnosis, and management of common medical and surgical emergencies such as cardiac arrest, acute respiratory failure, seizures, and hemorrhagic shock occurring in hospitalized patients. Less common and special circumstances such as pediatric, obstetric, oncologic, neurologic, and behavioral emergencies as well as palliative care for terminally ill patients encountered in the context of rapid response team (RRT) events are also discussed. An overview of commonly performed bedside emergency procedures by rapid response team members complements the clinical resources that may need to be brought to bear during the course of the rapid response team event. Finally, an overview of organization, leadership, communication, quality, and patient safety surrounding rapid response team events is provided. This book is written with medical students, junior physicians, and nursing staff in mind working in both academic and community hospital settings. Both a novice and an experienced healthcare provider involved in a rapid response system (RRS) will find this handbook to be a valuable supplement to the clinical experiences gained through active engagement in the system. Hospital administrators and senior management staff will also find this book to be useful in the evaluation of quality and performance of the rapid response system, management of staff attitudes and behavior, performance of peer review, care for second victims, and implementation of countermeasures for patient safety problems discovered in the course of rapid response system reviews.

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39

Hochberg, Michael. An Editor's Guide to Writing and Publishing Science. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198804789.001.0001.

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Scientists must communicate their work through clear writing and publish it where it will be read. To succeed, you need method, but also need to understand the worlds of journals, publishers and science evaluation. The Editor’s Guide to Writing and Publishing Science provides a comprehensive approach to how to write engaging papers, and strategies for publishing where they will be read and have impact. Drawing on decades of experience as a scientist, mentor and chief editor, Michael Hochberg offers a unique, authoritative view on writing science and into the little-known worlds of journals and publication. Succeeding in science means being a citizen of science, and The Editor’s Guide educates the reader in some of the most pressing issues and possible solutions, and provides key references for deeper exploration. Developing one’s career does not mean careerism, and Hochberg provides guidelines and advice for young researchers to engage in the craft of science, forge collaborations, contribute to the scientific commons as a peer reviewer and interact through social media. Understanding the challenges and opportunities in publishing is only possible with knowledge of how science communication is changing, and the reader is introduced to the important, emerging world of Open Science. Written in a practical and accessible way for students, postdoctoral researchers, early-career scientists and professionals across a wide range of scientific fields, The Editor’s Guide is a powerful tool for learning and improving individual skills, and can be the basis for discussion groups, or used as a text for dedicated classroom courses.

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40

Berk, Laura E. Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.001.0001.

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Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children.

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