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Sean Sanford, Mingxiao Liu, and Raviraj Nataraj

completion as cues for improving performance on subsequent trials. Terminal feedback has demonstrated comparatively greater benefits in long-term retention, 17 , 18 but concurrent feedback can generate more immediate performance improvements. 15 Interspersed retention testing during feedback training with

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Lynn L. Ridinger, Kyungun R. Kim, Stacy Warner, and Jacob K. Tingle

). The successful development of any organization or industry is dependent upon the recruitment, retention, and development of key personnel ( Barr & Hums, 2012 ; Chelladurai, 2014 ). In the sport industry, referees play a key role in the workforce, and it is important to understand the factors

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Thomas J. Templin, Kim C. Graber, and K. Andrew R. Richards

profession in decades. In this final monograph chapter, the authors consider the current state of recruitment and retention in PETE programs in light of the results reported in the preceding chapters, and in relation to occupational socialization theory. Lessons Learned About Recruiting and Retaining PETE

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Duane Knudson, Ting Liu, Dan Schmidt, and Heather Van Mullem

learning about the service and department culture expectations. In the past, these conflicting pressures were exacerbated by a lack of guidance, unclear expectations, or maybe exploitation from some senior department faculty who expect new faulty to “pay their dues and earn retention and promotion” like

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Ben D. Kern, Suzan F. Ayers, Chad M. Killian, and Amelia Mays Woods

, 2015 ). With these factors in mind, student retention can be viewed as an extension of the recruitment process ( Bulger, Jones, Taliaferro, & Wayda, 2015 ) as PETE programs prepare students to realize their original visions of themselves as professionals and help see them through the licensure process

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Adam Karg, Ali Tamaddoni, Heath McDonald, and Michael Ewing

, Karg, & Vocino, 2013 ). As a response to STH churn, organizations are evolving their use of data and related practices to develop a deeper understanding of customer (i.e., STH) retention propensity ( Wharton Business School, 2015 ). Churn management frameworks consist of two stages—prediction of an

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K. Andrew R. Richards and Kim C. Graber

focus on PETE student retention parallels that occurring in higher education more generally as colleges and universities have become increasingly concerned about student matriculation while reducing time to degree completion ( Moxley, Najor-Durack, & Dumbrigue, 2001 ). Licensure and certification

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Heather Anne Hayes, Nikelle Hunsaker, Sydney Y. Schaefer, Barry Shultz, Thomas Schenkenberg, Lara A. Boyd, Andrea T. White, Kenneth B. Foreman, Philip Dyer, Rebecca Maletsky, and Leland E. Dibble

Deficits in sequence-specific learning (SSL) may be a product of Parkinson’s disease (PD) but this deficit could also be related to dopamine replacement. The purpose of this study was to determine whether dopamine replacement affected acquisition and retention of a standing Continuous Tracking Task in individuals with PD. SSL (difference between random/repeated Root Mean Square Error across trials) was calculated over 2 days of practice and 1 day of retention for 4 groups; 10 healthy young (HY), 10 healthy elders, 10 individuals with PD on, 9 individuals with PD off their usual dosage of dopamine replacement. Improvements in acquisition were observed for all groups; however, only the HY demonstrated retention. Therefore, age appeared to have the largest effect on SSL with no significant effect of medication. Additional research is needed to understand the influence of factors such as practice amount, task difficulty, and dopamine replacement status on SSL deficits during postural tasks.

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K. Andrew R. Richards and Thomas J. Templin

agree alongside Ward (2018) in noting that declining enrollment is a complex, nuanced issue that needs to be addressed through scholarly inquiry. While several theoretical frameworks seem appropriate for studying recruitment and retention (e.g.,  Guarino, Santibañez, & Daley, 2006 ), one helpful

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Niilo Konttinen, Kaisu Mononen, Jukka Viitasalo, and Toni Mets

This study examined the effectiveness of augmented auditory feedback on the performance and learning of a precision shooting task. Participants included Finnish conscripts (N = 30) who were randomly assigned to one of three groups: auditory feedback group (AFb), knowledge-of-results group (KR), and nontraining control group (Control). Data collection consisted of a pretest, a 4-week acquisition phase, a posttest, and two tests of retention. The effectiveness of the treatment was evaluated in terms of performance outcome, i.e., shooting result. Concurrent auditory feedback related to rife stability did not facilitate shooting performance in a practice situation. In the posttest and retention tests, the participants in the AFb group displayed more accurate shooting performance than those in the KR and Control groups. Findings suggest that a non-elite shooter’s performance can be improved with a 4-week auditory feedback treatment. Given that the learning advantage persisted for delayed retention tests, the observed improvement in skill acquisition was due to relatively permanent variables rather than to temporary effects.