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Susan Dente Ross 《广播与电子媒介杂志》2013,57(2):254-270
Video market entry options available to telephone companies under the Telecommunications Act of 1996 have First Amendment implications that will affect the constitutional value of telephone video. These entry options impose regulatory constraints upon providers and differ in potentials for provider speech, speaker access, and content diversity. The author concludes that the Act's open video system option best advances First Amendment interests in increased diversity of and access to speech. 相似文献
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Academic libraries are one of the most important sources of “on the job” training for future library instructors. Librarians who supervise and assess these future library instructors (often in graduate assistant positions) often choose to provide observations and feedback each semester to these instructors in training. Scholarly literature, however, provides little information on whether this system helps graduate assistants to develop as teachers. The authors of this article assessed graduate assistants’ performance as teachers over three semesters using a system of observation and self-assessment. They analyzed both patterns and areas of growth and discuss the strengths and weaknesses of this system. 相似文献
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“I Heard it through the Grapevine”: Doctoral Student Socialization in Chemistry and History 总被引:2,自引:0,他引:2
Susan K. Gardner 《Higher Education》2007,54(5):723-740
Twenty doctoral students in the disciplines of chemistry and history were interviewed to better understand the socialization
processes that influence their success and how these processes differ by year in the degree program and disciplinary culture.
Five major themes emerged describing these socialization processes and how they facilitate or impede degree success, including
Ambiguity, describing the programmatic guidelines and expectations that surrounded much of the students’ experience; Balance,
pointing to the students’ need to balance graduate school responsibilities along with external relationships and demands;
Independence, describing the students’ desire to find equilibrium as they transitioned to the role of independent scholar;
Development, highlighting the significant cognitive, personal, and professional development that occurs in these students’
graduate experience; and Support, describing the faculty, peer, and financial support needed for the students’ success in
their degree programs. Suggestions for policy, practice, and further research are discussed. 相似文献
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Susan Groundwater-Smith 《Educational Action Research》2016,24(2):159-176
This article provides a review of the concept of student voice as it has been represented in Educational Action Research from the 1990s to the present day. Contextualised within an exploration of the challenges posed by educational action research that incorporates student voice in the current age of accountability as reflected and understood in academia, we explore issues of power and authority, issues of process and issues of ownership as they emerge in the literature. We note ways in which these challenges are manifest in primary and secondary schooling and in tertiary education. Finally, we survey some recent representations of student voice in Educational Action Research, observing something of a shift from earlier conceptualisations of students as a ‘data source’ to a more active involvement as co-researchers and joint constructors of knowledge, progressing toward more active student–teacher partnerships. 相似文献