论思想政治工作者的威信

思想政治工作者，树立威信不靠权不靠钱，主要靠从品德、胸怀、才能以及情感等非权力因素中提高自身的威信。     

论教师威信

教师威信是教师在学生中的影响力场 ,是学生对教师的佩服和信任程度 ,它是教师教育学生的人格基础 ,对教育教学过程有着重大影响。教师只有具备优良的品德、渊博的学识、超群的才干、诚实的态度、真挚的感情才能在学生中间树立崇高威信。     

美国研究型大学学术人员薪酬管理制度的研究与借鉴

创建世界一流大学是近若干年来我国重点高校在办学和建设中始终不二的追求,建设世界一流首先要了解世界一流,向世界一流取真经、求经验.本文以美国高校学术人员为研究对象,抽取10所美国顶尖高校样本,总结提炼其在管理制度,尤其是薪酬分配上的规律性做法,借鉴他们的管理特点,以期为我国高校教师工资管理改革提供一定参考.     

学术职业视域下高校教师薪酬管理改革探析

高校教师职业是学术职业,应遵循学术职业的特点进行薪酬管理。学术职业的本质要求学术自由、环境宽松、评价多元化,而现行的高校教师薪酬管理模式继承了传统工业管理中的某些做法,不但造成了学术职业中的功利化倾向,而且不利于学术职业的发展和创新。高校薪酬管理改革必须与高校教师学术职业的独特性相一致,采用粗分线条,淡化差异;加大投入,营造宽松生活氛围;多元评价,彰显大学的多功能作用;强化人文关怀,严格选拔与长期培养相结合等策略,以促进高校教师学术职业的成长与发展。     

Teachers' Prestige in Spain: probing the public's and the teachers' contrary views

We use the results of a public opinion survey we carried out in 2012 on a sample of the Spanish adult population to offer a plausible explanation of one of the main conundrums of primary and secondary school teachers' prestige, not only in Spain, i.e. that, contrary to public discourse and to teachers' perceptions, this prestige has not fallen in the last decades, but has remained middle to high. The estimates of teachers' prestige made by the public are the same (roughly, around 70 in a 0 to 100 scale) as those that were measured in the early 1990s. However, a clear majority of the public believes that teachers' prestige has fallen in the last decades, reiterating a cliché that is widespread in the Spanish public sphere, especially among teachers. We hypothesise that the perception of the falling prestige is much more a matter of a public space dominated by the media than of a public space that is more confined to everyday experiences and to the citizens' basic values. We support our hypothesis with pieces of empirical evidence related, on the one hand, to the association of that perception with media consumption variables in our survey, and, on the other, to media (negative) treatment of teachers' prestige. In our argument, we are also helped by a literature that is not usually dealt with in studies of teachers' prestige: that of media influence in the formation of public opinions regarding other people's opinions.     

Making Fair and Predictable Salary Adjustments for Faculty of Public Research Universities

Building upon earlier work by Camp, Gibbs, and Masters II, (1988). The Journal of Higher Education 59(6): 652–667 and Wenger and Girard, (2000). Research in Higher Education 41(2):195–207, we present a model for allocating funds for salary increases to faculty lines within an academic unit at a public research university. The model first divides available funds into three separate amounts, based on the unit norms adopted by the faculty of the academic unit. These norms define the relative effort levels to be placed on teaching, scholarship, and service. The model enables individual faculty members to negotiate different effort levels for the respective activities. Within each of these activities, specific weights can be assigned to different types of accomplishments. The result is a flexible approach that allows fair and predictable salary increases to be assigned on the basis of criteria that have been agreed to by the faculty of the academic unit.     

论教师在课堂教学中的威信

本文阐述了教师的权力威信在课堂教学中的种种弊端,对比论证了教师的信服威信在课堂教学中的积极效应。     

大学教师成为教学学术型教师之路径探讨

大学教师成为教学学术型教师的路径主要源自大学、大学管理者和大学教师自己，具体包括：大学、大学管理者和大学教师自己要认识与重视大学教学学术，学校要对教师开展职前和在职教学培训，大学教师要学习教学、进行教学实践、反思教学以及研究教学。     

高校诚信教育问题探讨

社会上一些领域的道德滑坡，少数高校教师的学术腐败，给大学生诚信道德品质的形成带来严重的负面影响。高校的诚信教育面临严峻的形势，为加强对大学生的诚信道德教育，提高教育的实效性，应积极营造诚信的社会环境树立诚信的师德风范，强化学生诚信道德体验，建立诚信道德约束机制。     

议树立高职英语教师的威信

面对当前高职院校学生厌学的现状，特别是英语课的教学尤为突出，那么如何树立英语教师的威信，是直接影响英语教学效果的重要因素之一。通过分析英语教师成绩的内涵，提出高职院校的英语教师可以从七个方面采取积极措施树立英语教师的威信。     

从试卷编制看普通话水平测试的信度

普通话水平测试的科学性和权威性取决于测试的质量。信度是评估语言测试质量的主要指标之一,试卷编制是语言测试信度的基础和保障。通过分析普通话水平测试试卷构成的要求,对各种题型的信度进行了较为深入细致的研究,对试卷编制中存在的问题提出了一些改进意见,旨在促进普通话水平测试工作健康有序开展。     

Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty

We report on a series of pilot programs that we developed and carried out to support the success and satisfaction of new faculty, particularly faculty of color. We hope that others committed to retaining and supporting underrepresented faculty can apply our learning from this pilot project, as a whole or in part.Fred P. Piercy, Ph.D. (University of Florida), M.Ed. (University of South Carolina), B.A. (Wake Forest University) is the Department Head of the Department of Human Development at Virginia Tech. His professional interests include family therapy education, HIV social science research and prevention, and family intervention for adolescent drug abusers. Valerie Giddings, Ph.D., M.S. (Virginia Tech), B.S. (Bennett College) is the Associate Vice Chancellor for Lifelong Learning at Winston-Salem State University. Her professional interests include anthropometry and apparel fit, cultural aesthetics for apparel, and diversity issues in higher education. Katherine R. Allen, Ph.D., M.A. (Syracuse University), B.S. (University of Connecticut) is a Professor in Human Development at Virginia Tech. Her interests include family diversity over the life course, adult sibling ties in transition, and persistence of women and minorities in IT majors. Benjamin Dixon, Ed.D. (University of Massachusetts), M.A.T. (Harvard University), B.Mus.Ed. (Howard University) is the Vice President for Multicultural Affairs at Virginia Tech. His interests include diversity, multicultural education, ethical pluralism, and equity and inclusion issues related to organizational management and development. Peggy S. Meszaros, Ph.D. (University of Maryland), M.S. (University of Kentucky), B.S. (Austin Peay State University) is the William E. Lavery Professor of Human Development and the Director of the Center for Information Technology Impacts on Children, Youth, and Families at Virginia Tech. Her interests include positive youth development, leadership issues, female career transitions, and mother/daughter communication. Karen Joest, Ph.D. (Virginia Tech), M.S. (Chaminade University), B.S. (Indiana State University) is an Assistant Professor of Child and Family Studies at the State University of New York, College at Oneonta. Her interests include adolescents exposed to domestic violence, use of qualitative research, and use of technology and feminist pedagogy     

我国职业声望研究二十年述评

声望地位是社会分层理论家们关注的一个热点问题,职业声望反映了职业分层的主观维度。文章从职业声望调查研究方法、职业声望研究的内容包括职业声望的社会评价、自我评价、评价标准或影响因素及比较研究等方面全面总结了我国二十年来职业声望研究的基本状况,并着重从方法和理论层面进行了评价,指出目前职业声望的研究方法有待规范、职业声望研究理论的本土化工作有所进展但尚显不够以及对职业声望评价的理论和实践意义发掘不足等问题。     

如何建立班主任的"威信"

针对中等职业学校学生的特点,探讨树立班主任威信的若干做法.     

论教师的权威、威信与教育影响力

教师权威是社会所赋予教师的权力与建立在教师自身素质之上的威信的结合,是权力与威信的有机统一体。教师权威与教育影响力之间具有近似对等的关系。越是具有威信的教师其非权力性影响力越大,越是具有权威性的教师,其教育影响力也越大。     

图书馆的服务最大化刍议

图书馆的服务最大化是图书馆一切为了读者的服务宗旨决定的,是服务宗旨的应有要求和必然要求.要做到图书馆的服务最大化,就必须主动适应读者需求,主动提高读者对图书馆的知晓度,主动改进各种具体服务措施等.     

我国大学教师发展者专业化的内在逻辑

教师发展者是大学教师发展活动核心的专业力量。近年来,我国大学教师发展实践的蓬勃开展与该群体从无到有、由泛到专的自身演进密不可分。这个历程可划分为"引进、内化、模仿、伫立"等四个阶段。只有从大学教师发展系统层面理清不同发展时期的要素和矛盾,把握大学教师发展者专业化的规律,教师发展者才能摆脱缺乏主体意识的自然式发展状态,从而真正实现理性化的专业成长。教师发展者个体的专业发展受教师发展机构体制机制的制约,因此,机构必须超越单一行政职能,向研究、教育与管理一体化的综合性职能转型,使得教师发展者变为集教育者、管理者和学者于一身的社会形象。     

职业声望研究综述

自1995年以来,国内有关学者对当前国内的职业声望现状以及职业声望评价的影响因素进行了大量研究。对这些已有的成果进行了分析,并针对有关研究结论以及其中所存在的问题提出了自己的看法和意见。     

新中国成立前后高校解决师资难题的路径探析——以唐山工学院为例

新中国成立前后,我国高等教育亟待蓄力起步,而高校作为高等教育的实际承担者,如何解决师资不济之难题,是高校能否有序开展教育、培养国家建设人才的关键所在。在师资延聘过程中,唐山工学院通过留聘旧教员、向上级和其他单位部门申请调聘所缺师资、留聘毕业生、充分利用社会关系延聘师资及加强师资延聘宣传工作等一系列卓有成效的举措,在一定程度上克服了师资短缺的困境,为学校开展教育教学及科学研究提供了保障,同时也为当代高校延揽人才积累了宝贵经验。     

美国高校教师发展的现状及启示

高校教师发展包括教师发展、教学发展和组织发展三大领域。经过多年的发展,美国已经建立起由学校和社会共同组成的完善的高校教师发展保障体系。近年来,美国高校教师发展在指导思想和内容上均出现了一些新的变化,积累了一些成功经验,对我国高校教师发展具有借鉴意义。