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Career Narratives of African American Female College Students: Insights for College Counselors 下载免费PDF全文
Cassandra A. Storlie Tracy Lara Hilton Deborah Duenyas Robin Archer Kevin Glavin 《Journal of College Counseling》2018,21(1):29-42
The authors collected narrative data from 11 African American female college students at a predominantly White institution using the Career Construction Interview (Savickas & Hartung, 2012 ), the Future Career Autobiography (Rehfuss, 2009 ), and a qualitative career experiences questionnaire. Using the constant comparison method (Strauss & Corbin, 1990 ), the authors uncovered 4 overarching themes based on the unique experiences of participants. The authors present insights for college counselors providing career development services. 相似文献
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It has been noted that individual characteristics and workplace factors have rarely been combined to gain a more holistic understanding of teachers’ career trajectories (Rinke, 2008. Understanding teachers’ careers: Linking professional life to professional path. Educational Research Review, 3(1), 1–13.; Schaefer, Long, & Clandinin, 2012. Questioning the research on early career teacher attrition and retention. Alberta Journal of Educational Research, 58(1), 106–121). This paper considers the mutual relationship between individual and contextual factors of five physical education teacher education graduates to gain a greater understanding of teachers’ career trajectories. Data was collected through interviews and living graphs. Results of the study suggest that both individual dispositions and contextual factors influence the career trajectories of physical education teachers in Ireland to varying degrees and with varying consequences. While the career trajectories of qualified physical education teachers in Ireland are individual and complex, there appears to be a consistency across the teachers that, as they spend a longer time teaching in schools, they withdraw from their initial strong and proud identity as a physical education teacher in favour of identifying with teaching their elective subject. There are a number of ways in which this worrying trend can be addressed; (i) focus on physical education teacher education programmes and ensure that pre-service teachers have an opportunity to explore and share their individual dispositions, (ii) understand what school contextual factors are likely to/will support and foster their dispositions, and (iii) appreciate how these dispositions might impact their ability to negotiate the realities of teaching physical education in Irish post-primary schools. 相似文献
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Cassandra A. Frangos 《Performance Improvement》2007,46(2):26-29
There are best practices that organizations can employ to link their learning initiatives to corporate strategy. Human capital and human performance technology (HPT) professionals need to push their organizations to embrace a performance improvement agenda that is linked to strategy, and organizations need to include a learning representative in the strategic development process. If the human capital or HPT professional and CEO work together toward a common goal, the business can achieve the greatest benefit from learning initiatives. 相似文献
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This paper investigates the amount of academic service performed by female versus male faculty. We use 2014 data from a large national survey of faculty at more than 140 institutions as well as 2012 data from an online annual performance reporting system for tenured and tenure–track faculty at two campuses of a large public, Midwestern University. We find evidence in both data sources that, on average, women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male–female differential is driven more by internal service—i.e., service to the university, campus, or department—than external service—i.e., service to the local, national, and international communities—although significant heterogeneity exists across field and discipline in the way gender differentials play out. 相似文献
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This qualitative study explores the process of implementing effective online teaching practices through interviews with thirty exemplary instructors. Emergent themes include providing students with constructive feedback, fostering interaction and involvement, facilitating student learning, and maintaining instructor presence and organization. Analyses of the findings and implications for online instruction are presented.An earlier version of this paper was presented at the 2004 Annual Meeting of the Association for the Study of Higher Education.Cassandra C. Lewis is a research assistant at the University of Maryland University College. She is also a doctoral candidate in the department of Education Policy and Leadership at the University of Maryland, College Park. Husein Abdul-Hamid is Associate Provost and Executive Director of the Office of Evaluation, Research, and Grants at the University of Maryland University College. He holds a Ph.D. in Statistics from American University. 相似文献
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Soonhye Park J. Steve Oliver Tara Star Johnson Peg Graham Nicholas K. Oppong 《Teaching and Teacher Education》2007
This study investigated the nature of interaction among teachers that occurred around the National Board certification (NBC) process and how that collegial interaction influenced teachers’ professional development. Qualitative interviews were conducted with 14 teachers who were either considering NBC, in the process, or had been awarded NBC. Interview data were analyzed using the constant comparative method. Results indicated that teacher interactions triggered by NBC helped one another's professional development in several ways: (a) enhancing reflection on teaching practice, (b) establishing a professional discourse community, (c) raising the standards for teaching performances, and (d) facilitating collaboration. Implications for teacher professional development were discussed. 相似文献
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The purpose of the present study was to explore the 3rd-grade cognitive predictors of 5th-grade computational skill with rational numbers and how those are similar to and different from the cognitive predictors of whole-number computational skill. Students (n = 688) were assessed on incoming whole-number calculation skill, language, nonverbal reasoning, concept formation, processing speed, and working memory in the fall of 3rd grade. Students were followed longitudinally and assessed on calculation skill with whole numbers and with rational numbers in the spring of 5th grade. The unique predictors of skill with whole-number computation were incoming whole-number calculation skill, nonverbal reasoning, concept formation, and working memory (numerical executive control). In addition to these cognitive abilities, language emerged as a unique predictor of rational-number computational skill. 相似文献