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81.
International University Education: An Australian Perspective 总被引:1,自引:1,他引:0
Chris Chapleo María Victoria Carrillo Durán Ana Castillo Díaz 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):25-46
This paper attempts to explore the effectiveness of UK universities' websites. The area of branding in higher education has received increasing academic investigation, but little work has researched how universities demonstrate their brand promises through their websites. The quest to differentiate through branding can be challenging in the university context, however. It is argued that those institutions that have a strong distinctive image will be in a better position to face a changing future. Employing a multistage methodology, the web pages of 20 UK universities were investigated by using a combination of content and multivariable analysis. Results indicated ‘traditional values’ such as teaching and research were often well communicated in terms of online brand but ‘emotional values’ like social responsibility and the universities' environments were less consistently communicated, despite their increased topicality. It is therefore suggested that emotional values may offer a basis for possible future online differentiation. 相似文献
82.
Bridget E. Hatfield Linda L. Hestenes Victoria L. Kintner-Duffy Marion O’Brien 《Early childhood research quarterly》2013
Accumulating evidence suggests children enrolled in full-time child care often display afternoon elevations of the hormone cortisol, which is an indicator of stress. Recent advances in immunoassays allow for measurement of activity in the hypothalamic–pituitary–adrenal axis and the autonomic sympathetic nervous system from saliva, and measurement of both systems provides a more complete understanding of activity in the stress response system. This study is the first to examine both cortisol and alpha-amylase in children attending child care and focuses on the influences of specific indicators of classroom process quality. A diverse sample of 63 preschool children nested in 14 classrooms of varying quality participated in this study; child salivary cortisol and alpha-amylase were collected at six times over 2 days. Results indicate that children in classrooms with higher Emotional Support displayed a greater decline in cortisol from morning to afternoon. Further, children in classrooms with higher Emotional Support exhibited lower total alpha-amylase output while attending child care. Implications for professional development for early childhood teachers and measurement of classroom quality are discussed. 相似文献
83.
Victoria Orrego Dunleavy 《Communication quarterly》2013,61(4):468-487
The influential impact of norms on problematic drinking is widely documented; however, the relevant theories purporting these effects point to multiple and varied normative components. A better understanding of the conceptual distinctions and the differential role they play can have practical implications for college prevention efforts. The purpose of the current study was to test the role of campus drinking norms, as posited by Social Norms theory (SNT) in predicting intentions to get drunk using a Theory of Planned Behavior (TPB) framework. Results found that SNT components did not significantly add to the prediction of intent beyond that of attitudes, subjective norms, and past behavior. Implications for prevention campaigns are discussed. 相似文献
84.
Teacher education based on ‘reflective practice’ consists of observing, analysing and reflecting on teacher performance in order to improve professional practice. This article presents the results of an evaluation of a programme on mathematics teaching carried out using reflective practice. It was targeted at 284 teachers in various stages of the education system, using an approach that combines quantitative (surveys) and qualitative (interviews and reports) methods. While the study shows that the education programme generates high levels of satisfaction, pedagogical appropriateness and learning, its achievements in effectiveness are moderate. Although, in general, what is learned through teacher education is implemented in the classroom, it is done so in an isolated fashion, in other words, individually and without becoming a part of the culture of the school. The results show little evidence of its impact on student learning. The article offers proposals for improving the education programme, while, at the same time, analysing the usefulness of the approach and evaluation tools employed. 相似文献
85.
Victoria Crisp 《Irish Educational Studies》2013,32(3):323-343
This research explored the measurement characteristics of two science examinations and the potential to use access arrangements data to investigate how students requiring reading support are affected by features of exam questions. For two science examinations, traditional and Rasch analyses provided estimates of difficulty and information on item functioning. For one examination, the performance of students eligible for support from a reader in exams was compared to a ‘norm’ group. For selected items a sample of student responses were analysed. A number of factors potentially making questions easier, more difficult or potentially contributing to problems with item functioning were identified. A number of features that may particularly influence those requiring reading support were also identified. 相似文献
86.
This paper analyzes the Head of Department (HoD) role at an elite State university in Russia. It draws upon documentary analysis of government texts and focus groups with both HoDs and lecturers. It concludes that most HoDs are invited to apply for the role by more senior university colleagues. Once in post, they are offered a range of helpful courses, but also learn from experience and by observing others. The primary purpose of the role is seen as clarifying and interpreting central university expectations, though there is scope for influencing the departmental vision. Whilst the role is very time-consuming, it does not seem to generate the kind of managerialist ‘values' conflict reported elsewhere. The paper ends with a tentative framework for explaining how certain contextual factors (motivation, mode of appointment, perceived level of surveillance and previous experience of higher and/or lower levels of centralized control) might increase or decrease ‘values' conflict. 相似文献
87.
Victoria Orrego Dunleavy Ekaterina Malova 《Qualitative Research Reports in Communication》2019,20(1):58-66
This study analyzed how clinically diagnosed women with eating disorders described the hurtful messages from parents, siblings, and peers that triggered eating disorder symptomology as well as the healing messages that assisted with coping and recovery. Three themes overlapping across all groups were revealed for hurtful messages: 1) critical, 2) social modeling, and 3) direct comparison. Our findings show that fathers, siblings, and peers similarly used teasing. Other points of distinction were uncovered for fathers: aggressive messages and denial of eating disorder. Competition with female siblings and friends was also a triggering factor for young females with eating disorders. Four distinct categories of healing messages were identified: 1) emotional, 2) instrumental, 3) informational, and 4) appraisal. Point of distinction for friends’ and siblings’ healing messages was absence of negative comments about weight and appearance. Results were able to encapsulate both helpful/supportive and hurtful/unsupportive messages, and these findings will be helpful for treatment centers who may incorporate them in recovery programs. 相似文献
88.
Victoria Genberg 《Teaching and Teacher Education》1992,8(5-6)
This paper presents two theoretical conceptualizations of mastery. The first, based on an information-processing approach, emphasizes hierarchically structured knowledge and its linear application to solve problems. The second, an intuitive approach, considers mastery as the elaboration of knowledge of situations. This knowledge is defined in terms of understanding the patterns of critical relationships present in situations, and in which appropriate behavior is an integral part of the pattern. Empirical findings comparing novices and experts in various domains, including teaching, are briefly reviewed. A summary follows of two conceptual models of the progression from novice to expert, those of Anderson, and Dreyfus and Dreyfus. The author proposes a scale of mastery of teaching based on a synthesis of the above models. 相似文献
89.
This article explores the way librarians define, leverage, and amplify expertise in a twenty-first century academic library. An expert team comprised of a nursing librarian, online learning librarian, information-literacy librarian, and assessment librarian sorted the learning outcomes from the Information-Literacy Competency Standards for Nursing created by the Health Sciences Interest Group taskforce of the Association of College and Research Libraries (ACRL) by grade-levels. Results found distinguishing experts within a library supports the customization of scaffolded instruction. Additionally, using expert teams in academic libraries supports the larger mission of universities to integrate libraries into teaching and research. 相似文献
90.
维多利亚·切维塔克 《自然科学博物馆研究》2018,(1):77-79
乌克兰拥有约5000家博物馆。作为现代社会发展背景下的一种需求,博物馆能否对大众产生真正的吸引力?科罗廖夫太空博物馆作为乌克兰国内处于领先地位的太空博物馆,其作为教育和文化中心的发展战略恰能满足这一需求。科学教育能使博物馆,特别是科技博物馆与普通公众的联系更密切,并可以带给公众积极的影响。开展国际合作将有助于借鉴世界各地的经验,并能促进博物馆发展成为普及科学的中心。 相似文献