The Treatment and Use of Best Practices for Diversity in Position Announcements for New Presidents

This study investigated how well institutions were communicating their commitment to diversity within position announcements for presidential openings and whether or not this communication reflected best practices in forwarding the diversity agenda for institutions. The sample included 70 institutions that advertised for a new campus president in The Chronicle of Higher Education. Using documents pertaining to the search, we applied content analysis to position announcements and campus websites dealing with presidential searches and diversity. Evidence indicated that within our sample only 13 (19 %) of institutions stated directly that they were looking for a diverse applicant pool and that only 28 (40 %) of the announcements mentioned diversity.     

Are patenting scientists the better scholars?: An exploratory comparison of inventor-authors with their non-inventing peers in nano-science and technology

This paper explores the relationship between scientific publication and patenting activity. More specifically, it examines for the field of nano-science and nano-technology whether researchers who both publish and patent are more productive and more highly cited than their peers who concentrate on scholarly publication in communicating their research results. This study is based on an analysis of the nano-science publications and nano-technology patents of a small set of European countries. While only a very few nano-scientists appear to hold patents in nano-technology, many nano-inventors seem to be actively publishing nano-science research. Overall, the patenting scientists appear to outperform their solely publishing (non-inventing) peers in terms of publication counts and citation frequency. However, a closer examination of the highly active and highly cited nano-authors points to a slightly different situation. While still over-represented among the highly cited authors, inventor-authors appear not to be among the most highly cited authors in that category, with a single notable exception. One policy implication is that, generally speaking, patenting activity does not appear to have an adverse impact on the publication and citation performance of researchers.     

Professional development design: Embedding educational reform in New Zealand

Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources including teacher surveys and school case studies were employed to evaluate professional development during the embedding stage of a standards-based assessment system, revealing a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development. Other positive features were networking, personalized learning, and facilitator expertise. This research illustrates the importance of tailoring professional learning to implementation phase of an organizational change.     

Hochschulinternes Fernsehen an der Pädagogischen Hochschule Heidelberg

Ohne Zusammenfassung     

Analysing argumentative writing

This article presents a framework which has proven helpful in analysing senior secondary academic writing from a linguistic and cognitive perspective, revealing a connection between those two aspects, consistent with a Vygotskian view of the development of thinking through language. It involves a close examination of linguistic and cognitive features of students' writing for features of intentional design, which are borrowed from Design Theory, namely Contingency, Complexity and Specification. Writers' means of inserting their views into their writing is also investigated. The framework is given at the end of the article and annotations for its application and several illustrations are given in the body of the article. Its use is intended to assist teachers in identifying, very specifically, which particular aspects of a student's writing need attention.     

Hoea Ea: land education and food sovereignty in Hawaii

This short piece offers two literal and figurative snapshots of what land education looks like in action in Hawaii. The first snapshot depicts a contemporary example of Indigenous Hawaiian taro cultivation in the Limahuli valley on the island of Kauai. The second snapshot illustrates the food sovereignty movement in Waianae, Oahu located at the Kaiao Garden grown by the Hilo Boys and Girls Club.     

Occasions and the Reliability of Classroom Observations: Alternative Conceptualizations and Methods of Analysis

Student–teacher interactions are dynamic relationships that change and evolve over the course of a school year. Measuring classroom quality through observations that focus on these interactions presents challenges when observations are conducted throughout the school year. Variability in observed scores could reflect true changes in the quality of student–teacher interaction or simply reflect measurement error. Classroom observation protocols should be designed to minimize measurement error while allowing measureable changes in the construct of interest. Treating occasions as fixed multivariate outcomes allows true changes to be separated from random measurement error. These outcomes may also be summarized through trend score composites to reflect different types of growth over the school year. We demonstrate the use of multivariate generalizability theory to estimate reliability for trend score composites, and we compare the results to traditional methods of analysis. Reliability estimates computed for average, linear, quadratic, and cubic trend scores from 118 classrooms participating in the MyTeachingPartner study indicate that universe scores account for between 57% and 88% of observed score variance.