Shared Governance among the new Majority: Non-Tenure Track Faculty Eligibility for Election to University Faculty Senates

Non-tenure track faculty members (NTTF) constitute what has been referred to by scholars as the new faculty majority. The growing numbers of NTTF have led to debates about the role they should play in shared governance. Currently, however, an overall lack of empirical knowledge exists regarding the status of their involvement in institutional governance. Using data from highest research activity doctoral universities, this study investigated current standards related to NTTF eligibility for election to institution-wide faculty senates. We also explored what these faculty governance standards and criteria reveal about the status and position of NTTF within the professoriate.     

Development and Testing of a Curriculum to Improve Decision-Making Skills in Middle and High School Students

Adolescence is a key developmental period for developing and strengthening brain circuits that underlie effective decision-making skills, which profoundly impact lifelong health and academic, professional, and economic achievement. But decision-making skills are learned rather than inherent. School presents an ideal environment for the direct instruction and frequent practice of decision-making skills, however, finding time in the school day is a challenge for contemporary educators. We have developed a learning curriculum that involves active student participation to strengthen decision-making skills that is sufficiently flexible and adaptable to be utilized in a wide variety of content-specific classwork. Using this curriculum, students show evidence of improved decision-making skills, including increased consideration of the number of factors that are relevant to their decision, the resources needed to make a particular decision, and both the short-term and long-term consequences of decisions.     

The summer learning effect in writing in New Zealand

Reading and Writing - The summer learning effect has been identified as a major barrier in creating equitable outcomes in the United States, especially in reading and mathematics. Less is known...     

Threats to the Valid Use of Assessments

Validity is the most important quality of an assessment, but its evaluation is often neglected. The step‐by‐step approach suggested here provides structured guidance to validators of educational assessments. Assessment is depicted as a chain of eight linked stages: administration, scoring, aggregation, generalization, extrapolation, evaluation, decision and impact. Evaluating validity requires careful consideration of threats to validity associated with each link. Several threats are described and exemplified for each link. These sets of threats are intended to be illustrative rather than comprehensive. The chain model suggests that validity is limited by the weakest link, and that efforts to make other links particularly strong may be wasteful or even harmful. The chain model and list of threats is also shown to be valuable when planning assessments.     

The Transcendental Empiricism of Georges Bataille: The Incommensurable Object

Abstract

The frequently assumed premise that Georges Bataille engaged solely in a primarily subject‐centred critique is not here disputed; rather, our contention is that in spite of this, we may look beyond and push Bataille to his own limits to ground a kind of object‐centred critique. If this textual experiment is successful, we come to see a nascent version of transcendental empiricism at work in Bataille’s work, effectively functioning as an unacknowledged precursor to the more sophisticated and explicit version of transcendental empiricism that Gilles Deleuze engages. Our aim is to focus on Bataille’s Inner Experience as a pivotal moment wherein his critique of transcendence could go either way, and to determine whether a ‘Bataillean transcendental empiricism’ would result in different outcomes than Deleuze’s version.     

Chapter 4 Overachievers and Underachievers

The ability of a congruity model to predict composite sign meaning as defined by responses to a semantic differential (SD) questionnaire was examined. The composite signs, component signs, and Ss were associated with the field of education. In most instances, obtained measures of factor scores were systematically lower than predicted measures. However, the addition of a constant c, such that - 0. 3 ≤ c ≤ - 0. 2, to the predicted measures generally removes this difference. Obtained and predicted factor scores were correlated to indicate their relationship independent of a systematic error. After accounting for the reliability of SD factor scores the correlations indicate that the congruity model does predict meanings of composite signs from meanings of component signs.     

An investigation into excellent tertiary teaching: Emphasising reflective practice

This study is an attempt to understand betterthe complex nature of tertiary teaching byidentifying and investigating the attributes ofa group of excellent teachers in sciencedepartments of the University. In working withthis group of teachers we examined what theysay about their teaching and what theydo in their teaching practice. Ourfindings, as well as confirming much of theexisting literature at primary, secondary andtertiary levels, emphasise the strong linkbetween the teaching practice and researchcommitment of our excellent science teachers;as well as the key roles played byinterpersonal relationships and the `person' ofthe teacher. We propose that purposefulreflective practice integrates the manydimensions of teaching for this group ofexcellent science teachers. We present atheoretical model that can be used to assistnovice or less experienced university academicsin their development and understanding ofteaching excellence at the tertiary level.