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111.
Lynda B. Ransdell Nhu Nguyen Mary A. Hums Megan Clark Sarah B. Williams 《Quest (Human Kinetics)》2018,70(2):234-255
This study examined perspectives of U.S. collegiate kinesiology department chairs (n = 54/144; 37.5% response rate) relative to: (a) opportunities and most enjoyable aspects of being a department chair, (b) challenges and least enjoyable aspects of being a department chair, and (c) perspectives on mentoring. The majority of participants enjoyed their chair role (90%) and did not aspire to advance in administration (61%). Job-related opportunities included mentoring others, facilitating department success, and leading initiatives (e.g., curricula, policies, and finances). Job-related challenges included a lack of university support, personnel issues, and urgent requests for information. Many had a mentor for a long time (mean = 7.9 ± 7.6 years; range 1 to 28 years), and the majority (71%) did not consider their dean a mentor. Protégés appreciated their mentors’ experience, listening skills, and willingness to share information, advice, and empathy. Results from this study provide helpful information for serving as a kinesiology chair. 相似文献
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113.
Jose M. Castillo Clark Dorman Brian Gaunt Beth Hardcastle Kelly Justice Amanda L. March 《Journal of educational and psychological consultation》2016,26(1):25-48
Schools across the nation are implementing innovative practices; however, questions remain regarding how to facilitate quality implementation. Research designs that emphasize high degrees of control over independent variables result in findings with internal validity, but that may not generalize to complex, dynamic educational systems. The purpose of this article is to propose a design research framework as a mechanism for consultants to facilitate and evaluate innovation implementation. Information on design research principles and processes is provided, and issues to consider when applying the framework are discussed. An illustration of how a design research framework was applied in a large-scale initiative to implement and evaluate Response to Intervention (RtI) implementation is also provided. Finally, issues and questions to consider relative to consultants' use of design research principles are explored. 相似文献
114.
This study investigated the effect of depth of processing on second-language reading comprehension. It was hypothesized that questions which entailed shallow cognitive processing would be easier to answer than questions which entailed deeper cognitive processing. Three of the four research hypotheses were confirmed. Previous training (or lack of it) may account for why one of the predictions was not confirmed. This paper concludes with a cautionary note about the types of reading performance teachers can expect, and the recognition of open-ended testing techniques in secondlanguage reading assessment. 相似文献
115.
The Talent Search model of above level standardized testing is a core practice of the Center for Talented Youth (CTY) at The Johns Hopkins University in the USA, where it was introduced in 1971. The Hopkins Model was adapted for use at the Irish Centre for Talented Youth (CTYI) at Dublin City University in 1993, and this adaptation marks the first major international replication, incorporating both the mathematics and verbal portions of the SAT. The SAT proved to be a valuable assessment instrument for these students, whose scores resembled those of American students. 相似文献
116.
Dave Clark 《Technical Communication Quarterly》2004,13(3):307-323
This article argues that engaged “action research” can help professional writing researchers both develop new and interesting collaborative models and help our profession develop a greater relevance to those not reading our journals and attending our conferences. I outline one particular, localized approach in the hope that our troubles, struggles, and failures at University of Wisconsin-Milwaukee can help others to develop their own programs and can further our discussion of community engagement. 相似文献
117.
Thomas J. Clark 《PRIMUS》2019,29(7):648-661
AbstractThe first day of many mathematics classes is filled with the formalities of the syllabus and a lecture introduction to the course content. Here, an alternative is presented where modeling is placed as the centerpiece to orient students to the work of differential equations; namely, to capture as beautifully and compactly as possible through the process of inquiry, conjecture, and experimentation, the deep and interesting aspects of modeling the physical world. A demonstration of the sublimation of dry ice in water serves as the nucleus of the lesson. 相似文献
118.
Sheila Burton 《Educational Psychology in Practice》2006,22(3):215-236
This paper describes the support of secondary pupils at risk of school exclusion through a course of group work designed to promote individual responsibility for behaviour. Following self‐reflection the young people are encouraged to write their own behavioural targets and consider their progress in working towards them throughout the six‐session course. The results of a study involving a mixed group of five Year 8 pupils are reported. All the pupils increased their self‐rating scores on a social skills assessment form completed before and after the course, and were also rated more highly by their teachers. Seven months later the five pupils had maintained behavioural improvements and had not been excluded. 相似文献
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120.
Substantive growth and innovative organization: New categories for higher education research 总被引:1,自引:2,他引:1
Burton R. Clark 《Higher Education》1996,32(4):417-430
The existing international literature on higher education centers on the transition from elite to mass higher education, the changing relationship between governments and universities, and the differentiation of the institutional fabric of national systems. These important institutionalized concerns lead to an unbalanced research agenda if other basic features are not pursued. Two additional fundamental features need expanded attention: substantive academic growth, with its roots in the research imperative and the dynamics of disciplines; and innovative university organization, a sharply growing concern among practitioners as universities seek greater capacity to change.Proliferating at a rapid rate, modern academic knowledge changes fields of study from within, alters universities from the bottom-up, and increases the benefits and costs of decisions on the inclusion and exclusion of various specialties. The long-term trend from simple to complex knowledge, arguably more important than the trend from elite to mass higher education, forces universities to position themselves between knowledge expansion and student expansion, with emphasis increasingly placed on the knowledge dimension. Innovative universities explore new ways of organizing knowledge and of more effectively exploiting the fields in which they are already engaged. Greater awareness of new means of knowledge organization will help universities make wiser choices in the twenty-first century. 相似文献