We used content analysis to analyze 42 counseling doctoral students' reports of supports and barriers influencing their researcher development across 3 years. In line with social cognitive career theory, the students named cognitive-person, environmental, and social-context influences. Analyses indicated no differences in frequencies of supports and barriers across time but significant differences by cohort. 相似文献
Previous Possessions, New Obligations was launched by Museums Australia Inc. in 1993, the International Year for the World's Indigenous People, as a policy framework to guide the development of relationships between museums in Australia and Indigenous Australians. The policy was based on consultation with Indigenous people to develop protocols, policies and procedures for more sensitive collection management and for including Indigenous people in research and public programs; and to address issues of governance. It expressed the values that would underpin new relationships between museums in Australia and Indigenous Australians. An evaluation of the policy was conducted in 2000 in a collaboration between the Australian Museum Audience Research Centre, Sydney, and Museums Australia Inc., Canberra. The evaluation found that the policy had substantially met its goals, particularly in establishing the primary rights of Indigenous people to control their cultural material in museum collections. However, a range of substantially new issues emerged which require new policy responses and initiatives. 相似文献
This paper analyses the links between globalisation and education. The growth of the global economy has increased opportunities for those countries with good levels of education, but has made growth more difficult for countries with weak levels of education. Countries with good human resources, high savings and good economic policies (chiefly in East and Southeast Asia) have attracted foreign investment and technology, and have experienced fast growth in exports of manufactures and in output per capita. Developed countries find it increasingly difficult to compete with such economies unless they invest in good education, training and skills, leading to high rates of innovation and productivity. Countries with weak levels of human resources have found it more difficult to succeed—and many, especially in Africa, have experienced falling per capita incomes. Globalisation has made it more difficult to build up educational levels in these countries, as public expenditure has been cut during adjustment. Hence virtuous and vicious cycles of development have emerged, with a good spread of education leading to high growth and generating resources for further development of education and, conversely, countries with poor human resources having low or negative growth and reduced potential for building up their educational systems. 相似文献
Through reflection on the First International iPED Conference 2006, and its overarching theme of ‘Pedagogical Research and Academic Identities’, this paper considers the achievement of the wider aims of the conference, which were to facilitate dialogue between researchers in order to explore the conference themes collaboratively, and to provide networking opportunities which would enable participants to build alliances. The abstracts for all papers mentioned are available via the conference website www.coventry.ac.uk/iped2006. 相似文献
In this qualitative study we address two primary research questions: What are the experiences of women faculty of color (WFOC) who departed the tenure track at predominantly White, research universities? Using the modified lens of the newcomer adjustment framework, what socialization factors may have contributed to the WFOCs’ departure? Through a longitudinal, in-depth examination of three WFOC who left their university prior to earning tenure, themes of gendered and racialized tokenization and isolation, a need for a more intrusive style of mentoring, and poor institutional fit were identified. Implications for future research on faculty members’ social identity and promising practices for faculty development are shared. 相似文献
The Internet has created new opportunities for librarians to develop information systems that are readily accessible at the point of care. This paper describes the multiyear process used to justify, fund, design, develop, promote, and evaluate a rehabilitation prototype of a point-of-care, team-based information system (PoinTIS) and train health care providers to use this prototype for their spinal cord injury and traumatic brain injury patient care and education activities. PoinTIS is a successful model for librarians in the twenty-first century to serve as publishers of information created or used by their parent organizations and to respond to the opportunities for information dissemination provided by recent technological advances. 相似文献
Physical profile data from elite, sub-elite, regional, under 21s (U21), under 19s (U19) and under 17s (U17) (n = 845) players from a state netball association in Australia were analysed. Within season changes were examined for the elite and sub-elite players. Longitudinal changes were examined for the elite across four consecutive netball seasons.
Elite were significantly older (24.3 ± 3.4years), taller (182.4 ± 7.2cm) and heavier (73.42 ± 6.95kg) than other playing levels (p < 0.001, ES 0.49–3.26) and had higher vertical jump (VJ) data compared to all groups (p < 0.001, ES 0.47–0.93). U17’s were significantly faster than elite, sub-elite and U19 players over 5m (p < 0.05, ES 0.36–0.58) while elite were faster over 20m compared to all groups (p < 0.01, ES 0.45–0.72). Elite achieved a greater distance (1350.8m; p < 0.05, ES 0.32–0.50) in the Yo-YoIRT1 compared to the sub-elite, regional, U19 and U17. VJ height significantly increased from the 2014 (51.6 ± 4.8cm) to the 2017 season (59.6 ± 6.3cm) for the elite players (p < 0.01, ES 1.18). Yo-YoIRT1 test scores increased significantly between the pre-season and in-season phases (p < 0.05, ES 0.17). 相似文献
This paper describes the development of a reliable, short questionnaire (PLSQ) to measure student perceptions of and satisfaction with quality of service in an academic library. This formed part of a wider study to evaluate student awareness and use of library services and staff support. This included the simultaneous development of a ‘factual’ questionnaire and two small scale observational studies, backed up with ‘market research‐type’ interviews to evaluate the effectiveness of the ‘help desk’ and ease of use of the computer catalogue. A ‘triangulation’ technique was thus used to provide indirect evidence that the questionnaire was validly measuring user satisfaction. The results from the initial trial of the questionnaire are described and compared with relevant findings from the ‘factual’ questionnaire and the help desk study. Though two samples completed different questionnaires, the frequency results arc either in complete agreement or mutually supportive. The help desk study results are also supportive, again suggesting that the questionnaire is a valid measure. Following statistical analyses, the final sixteen item PLSQ emerged which produces internally consistent responses and which appears to measure satisfaction with staff helpfulness and physical conditions in the library and perceptions of ability to find information and knowledge of CD‐ROM and other services. 相似文献
ABSTRACT This article provides a case study of recent curriculum development in a freshman skills program which integrates critical thinking and English composition as linked courses at Gonzaga University. Known as “thought and expression” courses, this block of courses, which also includes speech communication, can be taken by students separately or in a linked cohort with the same twenty students in each class. In linked courses, faculty are generally aware of each others' course topics and assignments, and they meet to discuss student progress and look for opportunities for curriculum integration. In this case study, library faculty were included in the instructional team, and information literacy skills that relate to critical thinking were integrated into the goals of the critical thinking and English composition courses. Faculty involved in the courses believe that integrating library skills into course goals adds coherence to the curriculum; it also helps students to achieve the developmental goals of the learning community created by this course model. 相似文献