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41.
John P. Murray 《Community College Journal of Research & Practice》2013,37(7):487-502
A comprehensive study of faculty development in community colleges was undertaken to identify the organizational components that nurture good teaching. A review of the literature revealed several variables for assessing the state of faculty development. The most important of these appears to be an institutional climate that encourages faculty development. This article reports the results of a survey of 130 community colleges regarding faculty development efforts. It also profiles those accountable for faculty development and summarizes the extent to which each development activity is available to faculty members. One significant finding is that faculty development in American community colleges lacks leadership and is not well connected to the colleges missions. 相似文献
42.
Due to its unique, flexible structure and low cost, virtually any student can participate in the Applied Tailored Leadership Adventure for Success (ATLAS) Leadership Certificate Program at the University of Arizona. 相似文献
43.
It is argued here that for problem-based learning (PBL) to succeed, a sound programme of staff development is required. This paper highlights, from both the literature and from experience, that there is limited research into the process and management of PBL staff development. The current shift towards PBL within higher education suggests that staff development needs to be a key component in any PBL implementation strategy. This paper focuses on the experience of introducing PBL into Nursing and Midwifery curricula at the University of Dundee. It is argued that the staff development described played a key role in the effectiveness of the subsequent implementation of PBL. The key components of such a programme are described with evaluatory evidence to support its efficacy. Recommendations are made for those considering implementing PBL into the curriculum. 相似文献
44.
Despite extensive research supporting educational acceleration for students with high academic ability, some psychologists, counselors, and educators express concerns about accelerative interventions. Such concerns often hinge on uncertainty about social acceptance, even in inclusive education settings. Research on acceleration has consistently shown benefits for students with high ability; however, there is a lack of research about grade‐based acceleration in inclusive schools. This study engaged two groups of students in group concept mapping processes to examine how they conceptualized beliefs about grade‐based acceleration in inclusive schools. First, 26 students in inclusive classes generated beliefs about grade‐based acceleration. Then they, and a group of 14 students with high ability, structured the data by sorting and rating a synthesized list of the generated beliefs. We analyzed the sorted data using multidimensional scaling and hierarchical cluster analysis. The resultant cluster maps revealed some differences and some similarities in the ways that the two groups of students conceptualized beliefs about educational acceleration. Practical implications are discussed. 相似文献
45.
ABSTRACTSixty-five years after the Brown v. Board decision, American schools are re-segregated and re-segregating. The mechanisms of this re-segregation are legal action, voluntary moves towards unitary status, unintended consequences of integration-oriented strategies, and an increasing trend towards the fracturing, or splintering of school districts. Both economic and political theory would indicate that splintering districts would work to pull racial and economic advantage out of the remaining district and into their own. To test this theory, we created a dataset that captures the fiscal and demographic status of U.S. school districts between 2000 and 2014 and analyzed the effect of district separation on the remaining districts in terms of student body composition, overall integration and local, state, and federal resources. Our findings indicate that separating districts are less diverse than the districts left behind. We further find that separating districts gain resources from local revenue and that remaining districts gain federal revenue in insufficient amounts to account for the loss of local funds. We find that these relative disadvantages for left behind districts and relative advantages for seceding districts persist when compared to the general population of school districts. 相似文献
46.
47.
Although considerable resources have been invested in programs for the improvement of college and university teaching, there is little data available on the effectiveness of these programs. The present study assessed the value of speech and drama training as a method of improving lecturing skills in university teachers. It was found that teachers who received speech and drama training showed significant improvement in student ratings of classroom teaching relative to control teachers. Rival hypotheses involving greater motivation to improve in experimental teachers and generalized placebo and self-help effects were ruled out on the basis of student rating data from previous courses and differential findings for target and nontarget rating scales. It is concluded that speech and drama training can make a small but significant contribution to the improvement of university teaching. 相似文献
48.
Michael E. Murray 《Contemporary educational psychology》1978,3(4):330-339
Dyslexic and a normal group consisting of 104 children each were matched with reference to age, income, intelligence, and sex. Specific personality dimensions including self-concept, achievement motivation, general manifest anxiety, test anxiety, and behavior deviance were measured. Dyslexic children showed poorer adjustment in all areas of personality. Comparison of results within the dyslexic group showed that children who are successful in remedial training show better emotional adjustments than unsuccessful dyslexic children. A stepwise multiple regression analysis employing personality variables and overall success in remedial language training was computed. Classroom behavior and self concept were found to correlate with success and yielded a multiple correlation of .544. Results are discussed with reference to remediation and treatment. 相似文献
49.
OBJECTIVE: The goal was to develop a retrospective inventory of parental threatening behavior to facilitate a better understanding of such behavior's role in the etiology of psychological distress. METHOD: Inventory items were developed based on theory and 135 students' responses to a question eliciting examples of threatening parental behavior. Following item development, two additional student samples (n = 200 and n = 603) completed batteries of self-report measures. Responses were used to eliminate unstable or redundant items from the inventory and to examine the inventory's psychometric properties. RESULTS: Factor analysis of the inventory revealed three factors, accounting for 66.2% of variance; this factor structure is compatible with theory, and consistent across maternal behavior scores, paternal behavior scores, and combined maternal and paternal scores. Cronbach's coefficient alphas indicated acceptable internal consistency; Pearson correlation coefficients indicated acceptable 4-week test-retest reliability. Moderate intercorrelations with two retrospective measures of childhood experiences suggested construct validity. Regression analyses demonstrated the ability of the inventory to predict both anxious and depressive symptomatology and lifetime symptoms of anxiety and depressive disorder. Normative data on combined parent scores, maternal scores, and paternal scores are also presented. CONCLUSIONS: Initial psychometric testing of the Parent Threat Inventory (PTI) suggests it is a reliable and valid tool for investigating the developmental antecedents of adult psychological distress. Further research should focus on addressing two limitations: (1) lack of normative and psychometric data on men and women suffering from clinical disorders, and (2) lack of validation by parental reporting. 相似文献
50.
Nationalistic education as the focus for civics and citizenship education : The case of Hong Kong 总被引:4,自引:0,他引:4
Civic education has been assigned the mission of preparing critical thinking, responsible, participating, multidimensional
citizens and is also used to serve the function of instilling a sense of national identity, loyalty to the nation state and
patriotism In 1996, before the return of sovereignty of Hong Kong to China, the Hong Kong Education Department published theGuidelines in Civic Education for School (1996), which includes education for democracy, human rights education, global education and nationalistic education This survey
adopted an amalgamate framework of five types of nationalistic education to study the understanding of nationalistic education
of civic educators in secondary schools in Hong Kong The initial findings showed that the civic educators were basically strongly
eclectic in terms of education for cosmopolitan, civic, and cultural nationalism and moderately eclectic in terms of anti
colonial nationalism but rejected education for totalitarian nationalism This eclectic understanding can be said to be heading
towards a more liberal, rational, open and inclusive type of nationalistic education, which is compatible with a cosmopolitan
and pluralistic society such as Hong Kong 相似文献