网络时代高校教职工教育的对策

高校教职工的职业素养直接影响到学校的教学水平,影响到在校学生的学习效果,关系到学校在激烈的竞争中能否生存,也关系到学校的发展和进步,做好基层教职工的教育工作,是学校管理者以及教师教育工作者的共同愿望。随着电子信息技术的发展,21世纪成为真正意义上的网络时代,面对教育信息化的不断发展,教职工的教育方针也需要有相应调整。     

中国高校女教师队伍发展的现状分析

本文从社会性别和国际比较的视角对我国高校女教师队伍的发展现状进行了分析。论文以1994至2004年为研究范围,首先对我国高校女教职工队伍的基本构成及变化趋势进行分析,在此基础上,从性别视角对高校专任教师队伍的职称结构、学位结构和年龄结构进行量化研究,并进一步从女教授占教授总数比例的角度将我国女教师队伍置于国际视野之下进行比较,从而较为全面地对我国女教师队伍的发展状况在国际坐标中作出清晰的定位,最后,论文分析了女性在高级职称中占比例低的机构制度原因,同时指出高校女教师发展的现实策略。     

Social Work in Higher Education: Internships in Opportunity Programs

ABSTRACT

Field education is essential to the development of professional social workers. Despite the significant overlap in social work’s and higher education’s missions and values, there is a scarcity of social work internships specifically in higher education settings. The placement of social work interns in institutions of higher education provides a setting where they can develop new knowledge and skills and increase their capacity to support college students toward academic success. This conceptual article discusses the role of social work in higher education and provides a model social work internship in an opportunity program, including its creation, development, challenges, outcomes, and future direction.     

促进专业学位研究生教育的高校师资队伍建设研究

本文从知识结构、教学技能、实践经验三个方面分析了适应专业学位研究生教育的高校师资队伍结构特征,结合调查数据剖析了当前专业学位教育师资队伍体系当中存在的主要问题,并提出了若干创新举措,以期完善高校师资队伍、促进专业学位研究生教育。     

Service-Learning and Experiential Learning in Criminal Justice Education: An Exploratory Examination of Faculty Perspectives

Scholarship on service-learning and experiential learning consistently demonstrates benefits for students, but little evidence has emerged examining the perspectives of faculty. The current study examines the conflicting perspectives from faculty affiliated with a university undergraduate criminology major that utilizes both experiential learning and service-learning. Focus groups of departmental faculty revealed fears over curriculum rigor, concerns over forming partnerships and investing resources into service-learning and experiential learning activities without university incentives, and recognition of student and department benefits derived from service-learning and experiential learning activities.     

Mentoring: A Typology of Costs for Higher Education Faculty

In this theoretical paper, we apply a social exchange framework to understand mentors’ negative experiences. We propose a typology of costs, categorized according to psychosocial and career mentoring functions. Our typology generates testable research propositions. Psychosocial costs of mentoring are burnout, anger, and grief or loss. Career costs of mentoring include diminished reputation, decrease in productivity, and risk of ethical transgressions. The typology focuses on faculty in higher education because of the prevalence and importance of mentoring in that work setting. However, the typology may be extended to career arenas such as law, medicine, and the military. The theory presents a framework for acknowledging negative experiences and the costs associated with mentorship.     

An Empirical Study of College of Education Faculty’s Perceptions, Beliefs, and Commitment to the Teaching of Diversity in Teacher Education Programs at Four Urban Universities

This study used empirical data to investigate College of Education faculty’s perceptions, beliefs, and commitment to diversity. A 44-item survey composed of Likert scale-type questions about characteristics, experiences, perspectives, and personal commitments to addressing diversity issues together with demographic questions, was administered to 116 COE faculty from four urban universities. A MANOVA where the independent variables were the demographic data and the dependent variables were five subscales (importance of diversity, training for pre-service teachers, college support, teaching diversity in courses, and issues of racial sensitivity) identified four statistically significant factors in faculty’s beliefs regarding the importance of diversity. The study found no support for a relationship between the faculty’s beliefs about the importance of teaching diversity and their teaching practices.Lynn A. Smolen is a Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the University of Florida. She teaches undergraduate and graduate courses in reading, ESL methods, and diversity issues. Her areas of interest in research are diversity issues, multicultural literature, and the reading development of culturally and linguistically diverse students. Susan Colville-Hall, is an Associate Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the Ohio State University. She teaches undergraduate and graduate courses on Diversity/Multicultural Education, Instructional and Management Practices and Techniques for Teaching Foreign Languages. Her research areas are foreign language acquisition, teacher education, and diversity issues. She is also involved in international education. Xin Liang is an Assistant professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ph.D. from the University of North Dakota. She teaches research methods, statistics, classroom assessment and program evaluation. Her research interests are school effectiveness, research methods and evaluation. Suzanne Mac Donald is an Associate Professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ed.D. from the University of Hawaii. Suzanne Mac Donald’s specialty is Social Foundations of Education with emphasis in Educational Anthropology. She teaches social foundations, diversity issues, and qualitative research. Her research interests currently focus on teacher education and its role in addressing urban and cultural/multicultural issues in schooling, and in the context of international knowledge dissemination of pedagogy.     

Examining the Influences on Faculty Departure Intentions: A Comparison of Tenured Versus Nontenured Faculty at Research Universities Using NSOPF-99

This empirical research examines the predictors of intended departure for tenured vs. nontenured full-time faculty at research and doctoral institutions across an array of disciplines. What are the characteristics of those who intend to leave their institutions? Do tenured and nontenured faculty show different patterns of intended departure? And what are the implications for institutional policy and practice? This study proposes a theoretical model of faculty turnover intentions and tests the model on two groups of faculty surveyed in the 1999 National Study of Postsecondary Faculty (NSOPF-99). Using Structural Equation Modeling, we find both similarities and differences in the dynamics of intended departure between the tenured and nontenured faculty populations.     

网络电子化教育时代的高等教育自学考试

网络电子化教育时代，自学考试制度要进行改革，从传统单向灌输型自学考试制度走向现代双向交互式自学考试制度，从传统教学媒介走向现代电子化教学空间，发挥互联网的技术优势，营造学术氛围，提高自考学生的创新能力。     

工学互动组合:重构高职教育双师型教学团队的新思路

建立"工学互动组合教学团队",是从根本上解决目前"双师型"教师队伍建设困境的一种新思路.从组织形式和运行模式上来界定"双师型"教学团队,更利于校企紧密合作.强调以"企业本位"思考高职教育内容,以"学校教育"(而非"企业训练")开展高职教育活动,培养有灵性、有修养、有技能、善创新的个性化人才是校企合作的利益共生点.只有在校企双方利益共生共存中寻找行动策略,才能实现高职院校教学活动的"职业性"特征.     

教授治校:源流、模式与评析

教授治校是西方大学理念的精髓,亦是西方大学管理的基本模式。通过对教授治校历史源流的追溯,阐述教授治校的两大基本模式——欧陆模式与英美模式,并从合法性、合理性和局限性的视角对教授治校进行评析。     

Measuring The Change in Faculty Perceptions Over Time: An Examination of Their Worklife and Satisfaction

In this study, a two-group structural equation model was proposed and tested to investigate the change in faculty members perceptions of their worklife and satisfaction over time. Using the National Study of Postsecondary Faculty [i.e., NSOPF:93–99, National Center for Educational Statistics, US Department of Education, National Study of Postsecondary Faculty, Faculty Survey. Washington, DC, 1993–1999] restricted databases, this study examines the conceptual and measurement differences across two National samples of research faculty members. The model suggests that three dimensions of worklife and four dimensions of satisfaction may be useful in the monitoring of faculty members perceptions changing over time. The results indicate that the construct validity of the model was supported across the two groups. Moreover, that worklife and satisfaction were stable with respect to the number of factors, item loadings, and factor intercorrelations. There was also substantial equivalence across the two groups.     

虚拟实验研究领域作者合著的社会网络分析

采用文献计量法和社会网络分析法,对1999 ～2008年4个数据库系统收录的所有关于“虚拟实验”方面的648篇文章,992名作者的合著情况进行了统计分析,从合著度与合著率、合著网络的中心性、凝聚子群、社群图等方面进行了分析.研究结果表明,国内虚拟实验的研究已经形成了一些研究热点,但作者之间的合作关系还比较松散,合作的广度和深度不够;跨校合作和跨领域合作现象较少;领域核心作者群还没有出现.     

州立奖学金对美国高等教育入学机会的影响

从20世纪80年代以来,美国大学生资助政策发生了变化,州政府资助的主要方式从基于需要的助学金转移到基于优秀的奖学金,州奖学金项目获得极大关注。据此,美国很多州设立了本州的奖学金项目,这给学生的高等教育入学机会造成了极大的消极影响。同时,也给我国提供了一些借鉴和启示。     

北京市高校教师学缘关系与职业发展轨迹的调查与分析

本研究采用分层随机抽样,对北京市22所高校的教师进行了问卷调查,实际回收3220份问卷。统计发现:1.在高校教师任职前的学习经历方面:第一,不同类型高校教师的学历结构呈现出不同的特征。第二,出现年轻教师比年长教师的学历水平高的高校教师学历变化趋势。第三,高校教师学缘关系比较单一。第四,社会学科背景教师跨学科学习的比例要高于自然学科和人文学科背景教师的比例。第五,留校任教的毕业生占教师群体的比例较大,重点大学和自然学科在这一问题上表现得更为严重。2.在高校教师任职后的工作经历方面:第一,重点大学高级职称教师所占比例高。第二,教师的流动性弱,教师职称级别越高,晋升次数越多,跨院校晋升教师所占的比例也越大。第三,跨系统流动的教师中约有26.2%的教师具有高校系统外的工作经验。     

“本科插班生”考试背后的职教深层次矛盾探析

"本科插班生"考试虽然为部分高职毕业生进入本科学习提供了有效途径,但也造成职业教育"终结性教育"的形象被强化、高职教育人才培养体系断裂、职教规模隐性萎缩等问题。这些问题反映出职业教育教育政策与学生的升学需求之间、单一的人才培养规格与市场对人才多样化需求之间、学历层次与学位结构之间脱节的深层次矛盾。抓住这些主要矛盾,调整"本科插班生"考试政策、发展高职本科、建立相应的职业教育学位制度,可以有效解决插班生考试的问题,推动职业教育的可持续发展。     

Understanding Persistence of At-Risk Students in Higher Education Enrollment Management Using Multiple Linear Regression and Network Analysis

Abstract

This article presents research on persistence among at-risk students using network analysis following multiple linear regression (MLR). Data on a population of enrolled undergraduate students at an urban-serving university over several years (P?=?35,239) is tested using multiple linear regression. Variables interacting at different dimensions of the model are analyzed using IBM SPSS Neural Networks (2017) and Cytoscape (2018) to show network linkages. While variables may not be significant in MLR models where anomalies are ruled out, network analysis takes these anomalies into account and reveals complex layers of interactions between and among variables. Findings show that loans of any kind contribute to attrition while financial aid of any kind contributes to persistence and offsets attrition from loans.     

基于社会网络分析的远程教育现状与趋势研究

针对近10年5本核心期刊中远程教育研究方面的文章,通过对文章中关键词进行数据分析,采用社会网络分析软件——Gephi进行可视化处理,并进一步运用社会网络分析方法对数据进行阐释,揭示远程教育在研究过程中所产生的知识流动与知识迁移,进而分析其在将来研究中的发展趋势。     

德国高校学位课程认证:实践与启示

高等教育发达的德国自20世纪90年代起推行了一项严而有序的学位课程认证工程。其严格的课程认证制度、独立于高校的第三方认证机构、统一性与多样性兼顾的认证标准对德国高校学位课程的建设,乃至对其整个高等教育质量的提升产生了重要的作用。