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1.
The workplace, especially the academic department or division, provides an intriguing research site for study of correlates
of scholarly performance. The objective of this study was to estimate a correlate model of three-year scholarly performance
of clinical faculty in colleges of pharmacy. Two-hundred and ninety-six clinical faculty in pharmacy responded to an author-developed
questionnaire. The scholarly performance items factored into three dimensions: “Refereed Research,”, “Grants/Books Research,”
and “Nonresearch Scholarship.” A fourth single-item variable, “Contracts,” was also used as a dependent dimension. Eight correlates,
including two related to the departmental workplace, emerged as factors significantly explaining the variation in scholarly
performance. The two most significant were “Off-Campus Conversations” and “Department: Percent Time in Research.” These results
as well as others were contrasted with prior correlate studies and suggestions were made for future additional study. 相似文献
2.
Technology, considered as the new language of teaching and learning, is an irrevocable reality. Any institution of higher
learning is expected to look into the future without losing sight of its core capabilities-the malleability of its faculty
members. Today, more than ever, teachers are expected to operate in an environment where “hiteach”, “hi-touch” and “hi-tech”
govern their instructional behaviors. It is in this light that this study was conducted to situate teachers coming from a
time-tested institution, such as the University of Santo Tomas, the oldest university in Asia, in terms of their IT knowledge,
skills, and interests with a view to identifying implications on how faculty development programs may be made more responsive
to the present-day educational structure. 相似文献
3.
Understanding and predicting faculty intent to leave is important to the development of improved conceptual frameworks of
faculty success as well as the implementation of effective retention strategies for academic leaders and institutions that
invest considerable resources in recruitment, institutional support, and compensation. This study examined the relationship
between various research-based factors and faculty intent to leave by integrating components identified in the extant literature
for employee turnover more generally and faculty intent to leave more specifically. The results of binary logistic regression
models identified workplace stress, being in a “soft-pure” discipline, fewer years of service at the university, and higher
research productivity as key predictors of faculty having considered leaving for another institution. Key predictors for faculty
having considered leaving academe altogether were being in a “hard-applied” discipline, not having a spouse or partner, a
perceived lack of support, a perceived lack of fit, stress of raising a family, and dissatisfaction with certain aspects of
the “faculty job”. The implications for research, policy, and practice are discussed. 相似文献
4.
Marc Watkins 《Prospects》2009,39(3):215-225
At the general presentation of the 48th session of the International Conference on Education, “Inclusive Education: The Way
of the Future”, a “holistic” approach was advocated to improve educational opportunities for children who are excluded from
an equal education and adults who are illiterate. The first part of this paper argues that a more effective approach would
be “piecemeal social engineering”. The second section presents examples of the piecemeal or targeted approach and offers suggestions
for applying it to improve educational opportunities for this group. 相似文献
5.
The acceptance of new chemical ideas, before the Chemical Revolution of Lavoisier, in Greek-speaking communities in the 17th
and 18th centuries did not create a discourse of chemical philosophy, as it did in Europe, but rather a “philosophy” of chemistry
as it was formed through the evolution of didactic traditions of Chemistry. This “philosophical” chemistry was not based on
the existence of any academic institutions, it was focused on the ontology of principles and forces governing the analysis/synthesis
of matter and formulated two didactic traditions. The one, named “the system of chymists”, close to the Boylean/Cartesian
tradition, accepted, contrary to Aristotelianism, the five “chymical” principles and also the analytical ideal, but the “chymical”
principles were not under a conceptual and experimental investigation, as they were in Europe. Also, a crucial issue for this
tradition remained the “mechanical” principles which were under the influence of the metaphysical nature of the Aristotelian
principles. The other, close to the Boylean/Newtonian tradition, was the integrated presentation of the Newtonian “dream”,
which maintained a discursive attitude with reference to the “chemical attractions”–“chemical affinities” and actualised the
mathematical atomism of Boscovich, according to which the elementary texture of matter could be causally explained within
this complex architecture of mathematical “punkta”. In this tradition also coexisted, in a discursive synthesis, the “chemical element” of Lavoisier and the arguments of the
new theory and its opposition to the phlogiston theory, but the “chemical affinities” were under the realm of the “physical
element” as “metaphysical point”. 相似文献
6.
This paper explores the interface between work and family at different types of institutions from the perspective of women
faculty who are on the tenure track and who are mothers of young children. Such a perspective provides insight into institutional
variation on academic life in general, and for new faculty as mothers in particular. A macro view of the findings points to
two major concerns: time (and lack thereof) and its impact on the “ideal worker” norms that shape what it means to be a good
mother and good professor at different institutional types; and, the idea of “choice” as an illusion. 相似文献
7.
Adam Scrupski 《Academic Questions》1999,12(3):36-49
Summary A movement among universities noted for research and for rigorous scholarship that would have insured a significantly improved
education for prospective teachers was transformed in a short time, about ten years, into another agency of centrally inspired
“school refrom,”
The Holmes Group’s initial program called for prospective teachers to undergo five years of general education and teacher
education, devoting the undergraduate years largely to arts and sciences. It also called for a closer collaboration between
teacher educators and arts and science faculty in order to prepare preservice teachers to teach more rigorous pedagogically
organized subject matter. Included in the early Holmes agenda was the concept of a professional development school as a public
school site for pedagogical application, under the direction of veteran teacher cadres. However, as a consequence of an increasingly
liberal academic ideology, informing a persistent criticism of Holmes’s original proposals as elitist and insufficiently activist,
the Holmes group came in a short time to underplay its call for a five-year program, to back off from a closer collaboration
between teacher educators and arts and sciences faculty, and to transform its concept of an affiliated public school from
a site for pre-service pedagogical classroom practice into an exemplary school-to-be.
Some hope may remain: the Holmes staff recently distributed the “Conference Proceedings” of the January 1998 annual convention
held in Orlando. On page 42 of those proceedings, Arthur Wise, the peripatetic head of NCATE (National Council for Accreditation
of Teacher Education—now a Holmes “partner” at the national level) found Holmes neglectful of an appropriate concern for arts
and sciences education for prospective teachers. Wise was a “ranconteur” in Orlando; as such he was expected to provide a
“reflective response” to the conference. He said, apologetically, I might offer my one sound of criticism ... I just worry
when I see that ... we may be paying too much attention to the external aspects of school and maybe not enough to the guts
of the matter which is, after all, content and how to teach it. 相似文献
8.
This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Here we address the need to reconceptualize faculty service in public schools and traditional notions of scholarship. We
discuss the importance of transforming university structures that envision service as less important than “scholarship” and
“teaching” while mediating hierarchical ideas of what “service” entails. We share a dialectical view of social life and an
ethical stance that values polysemy and polyphony both in research and in our daily interactions. Here we employ a dialectical
lens that seeks multiple perspectives as we engage in a dialogue about these issues. 相似文献
9.
10.
John C. Smart Corinna A. Ethington Paul D. Umbach Louis M. Rocconi 《Research in higher education》2009,50(5):483-501
This study examines variability in the extent to which faculty members in the disciplinary-based academic environments of
Holland’s theory emphasize different student learning outcomes in their classes and whether such differences are comparable
for those in “consistent” versus “inconsistent” environments. The findings show wide variation in the extent to which faculty
members in four of the academic environments of Holland’s theory emphasize the alternative student learning outcomes and that
such differences vary based on the level of consistency or inconsistency in the environmental profiles of the environments.
The implications of these findings for future research using Holland’s theory to understand longitudinal patterns of change
and stability in the attitudes, interests, and abilities of college students as well as variability in the patterns of professional
attitudes and behaviors of college faculty are discussed. Attention is also devoted to the policy development and practical
implications of these findings for academic advisors, career counselors, and other college and university leaders. 相似文献
11.
Conclusion Developing an easy-to-use, complete, practical, reliable, and cost-effective solution for delivering training and education
on the Internet has required considerable research and development. We have found that off-the-shelf technologies offer only
partial solutions, at best. Even when the software problems were solved, however, we found that our work was just beginning.
An effective solution requires software technology, but expertise in instructional design has been equally important. The
learning environments our clients create on the Internet have the potential for both “high tech” and “high touch.” These clients
are finding ways to reach beyond the physical limitations of the classroom, but—perhaps more significantly—they are using
the system to reach beyond the limiting assumptions of the classroom as well. As they—and we—do so, we will begin to understand
the ways in which the Net really is a new medium. 相似文献
12.
Laurence Siegel Lila Corkland Siegel 《Educational technology research and development : ETR & D》1964,12(1):16-45
Summary The argument is advanced in this paper that the pattern of educational investigation wherein comparisons are made between
so-called “ experimental” and “ conventional” instructional procedures tends to be defective on three counts: the criteria
are often inappropriate or contaminated; the assumptions of homogeneity within and independence between “ experimental” and
“ control” conditions are met only when these conditions are very grossly conceived; and the results reflect masking and cancellation
effects, thereby revealing relatively little about what transpires in an instructional setting.
The Instructional Gestalt is proposed as a methodological framework for educational research focusing upon the interactive
nature of learner, instructor, and environmental and course variables constituting the instructional setting. Data generated
by explorations within this framework can lead to the formulation of hypotheses which, if subsequently supported empirically,
can become principles for inclusion in a theory of classroom learning.
The nature of investigations proceeding from the Instructional Gestalt framework was clarified by presentation and discussion
of an illustrative study. Since this illustration was only a representation in miniature of the larger investigation, the
generalizations about teaching-learning suggested by it are of limited scope and subject to change. Nevertheless, these generalizations
do indicate the kinds of hypotheses resulting from studies within the Instructional Gestalt framework.
This paper summarizes the rationale underlying research on the Instructional Gestalt proceeding under a grant from the Office
of Education, U.S. Department of Health, Education, and Welfare. Portions of this rationale have been presented at the annual
meetings of the American Psychological Association in 1961 and 1962. 相似文献
13.
Dr. June Trop 《Journal of Science Teacher Education》1995,6(1):53-56
Conclusion The journal writing activity was an opportunity for Tom and his classmates to personalize a constructivist vision of teaching
and learning, a step Gallagher’s (1993) teachers identified as the beginning of their transition to a constructivist practice.
The efficacy of the journal writing activity may be attributed to its capacity to engage students in metacognitive thinking.
That is, the students had an opportunity to think about their ideas rather than merely with them (Kuhn, Amsel, & O’Loughlin,
1988). Indeed, various researchers have associated metacognition with cognitive development, meaningful learning, and conceptual
change (e.g., Champagne, Gunstone, & Klopfer, 1985; Kuhn et al., 1988; Pintrich, Marx, & Boyle, 1993).
Also, sharing journal entries fostered a sense of community, a support that seems to be essential for teacher change (Shaw
& Etchberger, 1993; Taylor, 1993). In fact, students reported the activity to be a “great way to get to know others” and “a
way of reducing isolation” because” certainly, a whole class of teachers is better than just one.”
Although the purpose of the activity was to promote constructivist pedagogy, it accomplished so much more. It stimulated imaginative
questions such as What is the purpose of teaching physics? When is it to review many areas? When is it to understand how physics
works in some special instances?
In addition, journal writing “was an excellent way to bring about closure.” “It was relaxing … kind of like cool down exercises
after a heavy aerobic workout.” 相似文献
14.
Golnar Mehran 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,53(2):541-559
Since the establishment of the Islamic Republic, female higher education has been characterised by a paradoxical combination
of discrimination and exclusion, on the one hand, and increasing equality and empowerment, on the other. This study focuses
on the triangle of education, equality and empowerment, using Sara Longwe’s women’s empowerment framework to analyse the interplay
between the three. State policies to Islamise the universities during the 1980–1983 Cultural Revolution determined the “gender
appropriateness” of each specialisation and led to the exclusion of women from “masculine” fields of study during the early
years of the revolution. Despite such discriminatory measures, women today represent the majority of students in all fields,
except engineering. Women, however, remain underrepresented at graduate levels of education and as faculty members. An important
challenge is to understand why men are not entering different specialisations and whether there is a possibility of “re-doing
gender” – this time in addressing male inequality and disempowerment at undergraduate levels. 相似文献
15.
Barbara Spector Ruth S. Burkett Cyndy Leard 《Journal of Science Teacher Education》2007,18(2):185-208
This is the report of a qualitative emergent-design study of 2 different Web-enhanced science methods courses for preservice
elementary teachers in which an experiential learning strategy, labeled “using yourself as a learning laboratory,” was implemented.
Emergent grounded theory indicated this strategy, when embedded in a course organized as an inquiry with specified action
foci, contributed to mitigating participants’ resistance to learning and teaching through inquiry. Enroute to embracing inquiry,
learners experienced stages resembling the stages of grief one experiences after a major loss. Data sources included participant
observation, electronic artifacts in WebCT, and interviews. Findings are reported in 3 major sections: “Action Foci Common
to Both Courses,” “Participants’ Growth and Change,” and “Challenges and Tradeoffs.” 相似文献
16.
Bradley E. Cox Kadian L. McIntosh Robert D. Reason Patrick T. Terenzini 《Research in higher education》2011,52(8):808-829
In an effort to identify policies that foster an institutional “culture of teaching,” or encourage use of effective pedagogies,
this study uses data from 5,612 faculty members at 45 institutions to examine connections between institutional policies and
faculty members’ perceptions and practices related to teaching and learning. A series of multi-level models suggests that
academic policy variables have small and generally insignificant relationships to such faculty perceptions or practices. Instead,
conventional institutional characteristics, such as selectivity and Carnegie classification, appear to be more influential
factors. 相似文献
17.
AN INVESTIGATION OF CRITICAL MASS: The Role of Latino Representation in the Success of Urban Community College Students 总被引:3,自引:0,他引:3
Linda Serra Hagedorn Winny Chi Rita M. Cepeda Melissa McLain 《Research in higher education》2007,48(1):73-91
The community college has historically functioned as a primary access point to postsecondary education for Latino students.
This study, an investigation conducted through an analysis of the Transfer and Retention of Urban Community College Students
(TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students
have a high representation. The specific interest of this research is the role and effect of the level of representation of
Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos,
and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino
faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship
between academic success of Latino community college students and the proportion of Latino students and faculty on campus.
The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher
academic performance. 相似文献
18.
Comparing efficiency in a cross-country perspective: the case of Italian and Spanish state universities 总被引:1,自引:0,他引:1
The growing internationalization of European Higher Education requires more emphasis on cross-country comparisons. In this
paper, an efficiency analysis of Italian and Spanish universities is conducted; as well as from a comparative perspective.
The efficiency scores are obtained using data envelopment analysis. The results demonstrate a good average efficiency in both
countries relative to each “country-specific” frontier; but when compared together, Italian universities seem relatively more
efficient. Malmquist indexes show, in both cases, efficiency improvements in the period considered. In the Italian case, this
improvement is due to major “technological changes”; that is, the introduction of some structural reforms in the sector (e.g.,
Bachelor/Master curricula). In the Spanish case, there is an improvement in “pure” efficiency, which is due to new funding
models. Further stages of the study underline the role of “regional effects”, probably due to different socio-economic conditions
in Italy, and to the decentralization process in Spain. 相似文献
19.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
20.
Joy Blanchard 《Innovative Higher Education》2010,35(1):61-69
According to the “work made for hire doctrine” of the Copyright Act, the creators of artistic and literary works are not legally
granted ownership of works created in the course of employment; ownership rests with the employer. However, through de facto custom and court dicta, academics may enjoy a “teacher exception” that grants them copyright ownership of publications and
course materials. Though there are several benefits behind this practice, the question of intellectual property ownership
has blurred as institutions are investing in distance education and commissioning faculty members to create online courses. 相似文献