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241.
Susan A. Santo Mary E. Engstrom Linda Reetz William E. Schweinle Kristine Reed 《Innovative Higher Education》2009,34(2):117-129
All programs in a midwestern university recently embarked on a path to help increase the scholarly productivity of faculty.
The effort to develop a research emphasis within the School of Education required determining the needs of tenure-track faculty
regarding meeting the new requirements. The purposes of our study were to investigate these needs and identify the individual,
environmental, and leadership factors that affect faculty productivity. Findings revealed a need to transform the School’s
service and teaching culture to a culture of research and scholarship. Recommendations for helping other schools of education
to become more research-oriented are provided. While the study focuses on data from a particular School of Education, the
implications may generalize to faculty productivity within other institutions, particularly within professional schools.
Susan A. Santo received a Ph.D. in Instructional Technology from the University of Virginia and is currently an Associate Professor of Adult
and Higher Education at the University of South Dakota. Her research interests include faculty productivity in higher education
and improving distance learning.
Mary E. Engstrom received an Ed.D. from the University of South Dakota in Curriculum and Instruction. She is currently the Associate Director
of Extended Learning Services at the University of Montana. Her research interests include instructional design for online
learning and professional development for educators.
Linda Reetz received an Ed.D. from the University of North Dakota in Teacher Education and serves as the Associate Dean of the School
of Education at the University of South Dakota. Her research interests include higher education practices for teacher education
programs and mild disabilities.
William Schweinle received a Ph.D. from the University of Texas at Arlington in Psychology and serves as an Assistant Professor at the University
of South Dakota. His research interest area is in statistics.
Kristine Reed received a Ph.D. from the University of Nebraska at Lincoln in Curriculum and Instruction/Administration and serves as a faculty
member in Curriculum and Instruction, University of South Dakota. Her research emphases include multicultural education and
rural education. 相似文献
242.
This paper examines international standard-setting in the toxicology of pharmaceuticals during the 1990s, which has involved both the pharmaceutical industry and regulatory agencies in an organization known as the International Conference on Harmonisation of Technical Requirements for Registration of Pharmaceuticals for Human Use (ICH). The analysis shows that the relationships between innovation, regulatory science and 'progress' may be more complex and controversial than is often assumed. An assessment of the ICH's claims about the implications of 'technical' harmonization of drug-testing standards for the maintenance of drug safety, via toxicological testing, and the delivery of therapeutic progress, via innovation, is presented. By demonstrating that there is not a technoscientific validity for these claims, it is argued that, within the ICH, a discourse of technological innovation and scientific progress has been used by regulatory agencies and prominent parts of the transnational pharmaceutical industry to legitimize the lowering and loosening of toxicological standards for drug testing. The mobilization and acceptance of this discourse are shown to be pivotal to the ICH's transformation of reductions in safety standards, which are apparently against the interests of patients and public health, into supposed therapeutic benefits derived from promises of greater access to more innovative drug products. The evidence suggests that it is highly implausible that these reductions in the standards of regulatory toxicology are consistent with therapeutic progress for patients, and highlights a worrying aspect embedded in the 'technical trajectories' of regulatory science. 相似文献
243.
Daily Companionship in Late Childhood and Early Adolescence: Changing Developmental Contexts 总被引:14,自引:0,他引:14
The study employs time-sampling data to examine age differences in the quantity and quality of children's and young adolescents' daily experience with their families, friends, and alone. Participants (ages 9-15) carried electronic pagers for 1 week and reported their companionship, location, and affect at random times when signaled by the pagers. Findings show a dramatic decline in amount of time spent with family, with older students reporting half as much time with their families as younger students. Among boys, this family time was replaced by time spent alone; among girls, by time alone and with friends. Affect reported when with family became less positive between the fifth and seventh grade, but was more positive again in the ninth grade for boys. Affect with friends became more favorable across this age period; affect when alone did not vary. These age differences suggest changes in adolescents' daily opportunities for cognitive growth, emotional development, and social support. 相似文献