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Barry Hutchinson 《Higher Education》1995,29(1):19-35
Appraisal of academic staff is now a formal part of university procedures. Prior to its introduction there was much exhortation as to the beneficial effects appraisal would bring, and equally forceful arguments about the harmful effects of imposing it as a means of exercising tighter managerial control. The paper presents the findings of an investigation of the academic appraisal programme in the University of Ulster. Consideration of two forms of appraisal, manageralist and developmental, with their associated perspectives on the nature of professional practice, its assessment and improvement, provide the context within which the University of Ulster's programme can be considered. The evidence reveals inconsistency, tension and uncertainty about the programme and its effects: the reader is invited to judge the virtues of the different perspectives and the degree to which the programme's intents and operations meet, or fit, with any of them. 相似文献
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The present study examines in toddlers one of the most crucial components of empathy—attention to distress, and, in particular, attention to distress in a daycare setting where others' distress is a frequent occurrence. Characteristics of the child such as age, gender, and frequency of self-distress, and characteristics of the distress incident itself such as type of cry, intensity, cause of distress, and caregiver response were examined in relation to level of responsiveness of the group and level of attending in the individual child. 45 toddlers from 4 daycare centers served as subjects. An ANOVA using 345 distress incidents and level of group responsiveness as the dependent variable revealed that crying and screaming, greater intensity, caregiver responding in general, and “moral” (Turiel, 1983) causes of distress were related to higher levels of attending by the group. An interesting secondary finding was that only 11 of the 345 incidents of distress were responded to with prosocial behavior. Results are discussed in terms of the future of moral education at the preschool level. 相似文献
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Barry Liddle 《Assessment & Evaluation in Higher Education》1989,14(2):132-135
As institutions of Higher Education face up to current legislation, there is a growing pressure on them to clarify and establish their processes of monitoring and enhancing standards. This paper proposes that it is of benefit to institutions when they move from being merely reactive in meeting others’ performance indicators towards taking a proactive approach and developing their own system of review. The authors draw on their experience of applying personal construct theory to present a deliberative evaluation process which involves staff and student perspectives in collaborative review. The authors’ acknowledge the interest and financial support given by the CNAA in the production of an evaluation kit of which an adaptation of this paper forms a part. Further details of the kit (video and supporting booklet) can be obtained from one of the authors at the College of S. Mark and S. John, Derriford Road, Plymouth PL6 8BH. 相似文献
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