The multiple sources of workplace stress among land-grant university faculty

Workplace stress has received a fair amount of treatment in the research literature over the past decade. What has not been examined, at least not systematically, is this same phenomena inacademe. Our study looked at stress among university faculty at a land-grant university located in the western region of the U. S. Analyses from the self-assessment mail survey (N = 786) reveals that faculty in the Hard Pure Nonlife (e. g., Astronomy, Math, Physics), Hard Applied Nonlife (e. g., Civil Engineering, Nuclear Engineering, Computer Science) and Soft Applied Life (e. g., Education Administration, Special Education) experience more stress than faculty in disciplines such as Hard Pure Life (e. g., Botany, Zoology) and Soft Pure Nonlife (e. g., English, Philosophy, Communications). Careful attention was paid to the different levels of stress reported by male and female faculty, with women professors reporting a higher level of stress than their male counterparts. We provide an assessment and explanation for this finding. Research ends with several proposals for individual faculty, department chairs and academic administrators for addressing the problem of workplace pressure and work overload.     

An evaluation of the impact of a Year in industry scheme

This paper reports a survey of the progress of participants in a year in industry scheme for A’ level graduates in the UK typically aged 18/19. The scheme involves spending a supervised year in industry prior to a degree programme in engineering. The evidence shows that the year in industry: has a beneficial effect on the degree classification of the academically weaker participants, but little effect on the stronger; encourages all participants to take up further study; provides participants with a more positive picture of industry and engineering; but does not provide greater motivation to enter industry; provides greater financial remuneration in the world of work than would otherwise be the case. These results can be interpreted in terms of the way young people weigh the benefits of different career paths. Our hypothesis is that this involves moving to situations where they are more likely to be treated as adults.     

Reflections on the process of visual design

In this article, we are primarily concerned with the kinds of problems which lend themselves to solutions in visual, graphic terms. Essentially, they may be described as problems in communication which the designer attempts to solve by means of printed words or symbols, by the use of appropriate pictorial images or by exploiting audio-visual techniques.The author are practising designers who also share an interest in the teaching of graphic design; and these interests have determined the form of the discussion which follows. Some observations about the nature of design itself, about the various procedures available to the designer in tackling the problems which are brought to him, are illustrated with brief case histories selected from among those which have directly concerned the authors in the recent past. From these, they have ventured to draw some general conclusions about the possible range and scope of the contribution which the graphic designer may be expected to make-now, and in the future-to the solution of problems in visual communication.     

Educational reforms and the practices of professional learning community in Hong Kong primary schools

Abstract

This study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices.     

The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece

The present study aimed to assess the effect of two different types of digital technologies (computers and tablets) in early childhood students’ understanding of numbers. Three hundred and sixty-five children (mean age in months, M?=?62.0, SD?=?5.5) from 21 kindergarten classes were randomly assigned to two intervention groups and a business-as-usual control group. The interventions were conducted over 24 half-hour lessons. Data was collected during the 2013–2014 school year using a three-step research procedure. Students’ knowledge about numbers was assessed using the Test of Early Mathematics Ability-3 (TEMA-3). Findings were that (a) both experimental groups significantly outperformed the control group on the posttest, (b) the group that used tablet computers significantly outperformed the group that used personal computers on the posttest, and (c) there was no significant difference between genders on the posttest. Our findings support that computers and especially tablets, when combined with the use of developmentally appropriate software into the children’s daily routines, may provide a substantial contribution to early childhood students’ comprehension of numbers.     

Alternative assessment of high school laboratory skills

The purpose of this study was to develop and validate instruments that will assess the laboratory skills of students completing high school science courses. In each of the science areas (biology, chemistry, and physics), tests were developed around six laboratory tasks. Each test used a two-part format with a total time of 80 minutes. Students had to plan an investigation, collect and organize appropriate data, and formulate conclusions based on calculations and graphs. A different test was developed for 12th-grade students not enrolled in a science course. This test consisted of a series of stations where students conducted a short activity that was presented to them. Over 1000 students from 32 Ohio schools formed the sample for this study. Data are presented by skill and by task. In addition, analysis for gender and school effects is included.     

Assessment of the effectiveness of the studio format in introductory undergraduate biology

Kansas State University converted its introductory biology course, previously taught as an audio-tutorial (A-T), to a studio format in 1997. We share with others information about the process involved and present assessment data for the studio format course that address 1) student exam performance in A-T and studio; 2) student course grades in A-T and studio; 3) student and instructor perceptions and attitudes for A-T and studio; 4) student performance in subsequent biology courses for A-T and studio; and 5) gains in student learning for the studio course and other traditional lecture/lab courses. Collectively, these measures demonstrate that the studio format is as effective as or more effective (for some measures) than the A-T approach and traditional approaches in providing an effective learning environment. We discuss the issues involved in comparing course formats.     

Design Research as a Mechanism for Consultants to Facilitate and Evaluate Educational Innovations

Schools across the nation are implementing innovative practices; however, questions remain regarding how to facilitate quality implementation. Research designs that emphasize high degrees of control over independent variables result in findings with internal validity, but that may not generalize to complex, dynamic educational systems. The purpose of this article is to propose a design research framework as a mechanism for consultants to facilitate and evaluate innovation implementation. Information on design research principles and processes is provided, and issues to consider when applying the framework are discussed. An illustration of how a design research framework was applied in a large-scale initiative to implement and evaluate Response to Intervention (RtI) implementation is also provided. Finally, issues and questions to consider relative to consultants' use of design research principles are explored.