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Maureen Woodhall 《Higher Education Quarterly》1987,41(2):119-125
There are now over one million foreign students studying in universities or colleges outside their own countries. The number of foreign students increased very rapidly in the 1970s and several host countries became concerned at the rising cost of subsidising students from abroad. Several countries, including Australia and Canada, as well as Britain, introduced differential fees for overseas students while other countries use quotas to regulate or restrict foreign student numbers. Other countries, notably Japan, have tried to increase recruitment of foreign students. This paper compares recent enrolment trends and developments in government policy towards foreign students in ten countries (Australia, Belgium, Canada, France, West Germany, India, Japan, Russia, United Kingdom and United States of America ). 相似文献
83.
This study focuses on corporate engagement when shareholder activists raise concerns about social issues during annual shareholder meetings. Building upon strategic communication, social activism, and management research, the study combines Stakeholder Salience Theory (SST) and Issues Management Theory to explain corporate responses to shareholder activism. The researchers constructed a dataset of 844 shareholder actions in the U.S., all concerning environmental issues from 2006 to 2014. The analyses revealed that the urgency of the shareholder requests was the main driver of saliency. Moreover, shareholder activism strategies that engage corporations in private negotiations appeared to be effective in eliciting positive corporate responses. The findings contribute to applied communication theory and research by advancing SST with an issues management perspective in the context of shareholder activism. 相似文献
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Maureen Crago 《Children‘s Literature in Education》1993,24(3):209-222
Maureen Crago collaborated with Hugh Crago on their longitudinal studyPrelude to Literacy: A Preschool Child's Encounter with Picture and Story. Since then, she has been in private practice as a psychotherapist. She is currently reexamining the rich store of observation on whichPrelude was based for a series of articles that widen and deepen the focus of the original study. 相似文献
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Maureen R. O’Brien 《Religious education (Chicago, Ill.)》2013,108(1):115-118
If universities can teach about religion, the community colleges cannot be far behind. Here are some impelling reasons 相似文献
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Solon Haynes 《College Teaching》2013,61(2):171-172
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Rachel L. Kunemund Shannon Nemer McCullough Chelsea D. Williams Chantelle C. Miller Kevin S. Sutherland Maureen A. Conroy Kristen Granger 《Psychology in the schools》2020,57(11):1757-1770
The far-reaching impacts of the teacher–child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher–child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching related to more positive teacher perceptions. However, limited work has focused on children who are at-risk for emotional and behavioral disorders (EBDs) or tested the mechanisms that mediate the relation between a mismatch in the race and teacher-perceived conflict. Thus, the current study used multilevel structural equation modeling to test whether a higher proportion of race mismatch between children in the classroom with problem behavior and teachers was related to teachers' classroom management self-efficacy and, in turn, teacher-perceived conflict with children among 148 teachers and 354 preschool-aged children. Results indicated that among students most at-risk for EBDs, a higher proportion of race mismatch between teachers and children significantly predicted less teacher classroom management self-efficacy and, in turn, significantly predicted teachers' greater perceived conflict with children. Furthermore, this mediation pathway was significant. Findings highlight the importance of teacher training and support that focused on increasing self-efficacy to improve relationships between teachers and children. 相似文献