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L. Earle Reybold S. David Brazer Lynne Schrum Kirsten W. Corda 《Innovative Higher Education》2012,37(3):227-242
Dissertation committees are complex social arenas that underscore expertise, image, and peer relationships—all of which affect
professional identity and advancement. This study presents a sampling of how early career women faculty members learn about
and negotiate their participation on dissertation committees. Research questions focused on participants’ concerns about the
social and political aspects of participation viz à viz peer relationships and faculty rewards. We analyzed interview data
using both holistic and constant comparative methods, resulting in a working model of active participation across three domains:
knowledge, access, and membership. We also identified developmental trends of dissertation committee engagement across the
early career. 相似文献
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This article presents lessons learned about successful professional development for promoting technology integration from eight exemplary schools. Through a qualitative investigation into school leaders’ and teachers’ intentional goals of improving student engagement and achievement, formal, informal, and individual opportunities are described from these schools. The data led to a deep understanding of the ways these schools implemented PD; in most schools purposeful reconfiguration of the entire curriculum was a corollary to the professional development. We found that the most effective models incorporated district wide, school based, formal and informal opportunities that accommodated preferences in both learning and delivery models. 相似文献
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ABSTRACTScholars increasingly use text and data mining (TDM) methods to discover trends and relationships within complex digital data sets. In order to support this development in scholarly communication, librarians and publishers need to be knowledgeable about TDM methods, build partnerships with TDM researchers, and address challenges related to licensing and access to large document sets. The presenters of this NASIG session shared their experiences of supporting TDM as a library subject liaison, acquisitions librarian, and publisher representatives. Audience members discussed issues involving TDM of data from multiple publishers, local hosting of data sets and TDM activity by undergraduate students. 相似文献
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Ethan Campbell 《Academic Questions》2007,20(4):307-310
Ideological differences in a writing class evoke the passion of political sensitivities. A graduate student tells of “coming
out” as a pro-life advocate in an essay before his feminist classmates and professor. The exchange created instant and irreconcilable
enemies, but he also found some unexpected support from a hesitant voice within that classroom.
相似文献
Ethan CampbellEmail: |
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Andreacci JL LeMura LM Cohen SL Urbansky EA Chelland SA Von Duvillard SP 《Journal of sports sciences》2002,20(4):345-352
The aim of this study was to determine the effects of frequency of verbal encouragement during maximal exercise testing. Twenty-eight participants (12 males, 16 females) aged 20.9 +/- 1.5 years (mean +/- s) performed a maximal exercise test (VO2max) on a treadmill without any verbal encouragement. The participants were matched according to their pre-test VO2max and placed into either a control group or one of three experimental groups. They performed a second exercise test (post-test) 1 week later. During the second test, the control group received no verbal encouragement; the 20 s (20E), 60 s (60E) and 180 s (180E) encouragement groups received verbal encouragement every 20, 60 and 180 s, respectively, beginning with stage 3 of the exercise test. Relative VO2max, exercise time, blood lactate concentration, respiratory exchange ratio (RER) and ratings of perceived exertion (RPE) were not significantly different from the first test to the second test for the control group without verbal encouragement and the 180E group that received infrequent encouragement. Post-test values were significantly higher than pre-test values for the 20E and 60E groups. The post-test values of the 20E group were significantly higher than their pre-test values for relative VO2max (P < 0.001), exercise time (P < 0.0001), blood lactate concentration (P < 0.05), RER (P < 0.01) and RPE (P < 0.0001); this was also the case for the 60E group for relative VO2max (P < 0.01), blood lactate concentration (P < 0.05), RER (P < 0.05) and RPE (P < 0.05). The results suggest that frequent verbal encouragement (every 20 s and 60 s in the present study) leads to significantly greater maximum effort in a treadmill test than when no encouragement is given or when the encouragement is infrequent (i.e. every 180 s). 相似文献
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Technology professional development for teachers 总被引:2,自引:0,他引:2
This article examines technology professional development for preservice and inservice teachers. It reviews the current status
of technology in our schools, what we know about professional development in the area of technology, and research on efforts
to increase preservice teacher use of technology in appropriate ways. 相似文献