On standby? A comparison of online and offline witnesses to bullying and their bystander behaviour

Given their ubiquitous presence as witnesses to school-yard bullying, the role of the ‘bystander’ has been studied extensively. The prevalence and behaviour of bystanders to cyberbullying, however, is less understood. In an anonymous, school-based questionnaire, 716 secondary school students from South-East Queensland reported whether they had witnessed traditional and/or cyberbullying, and how they responded to each type. Overlap in bystander roles between online and offline environments was examined, as was their relationship to age and gender. Students who witnessed traditional bullying were more likely to have witnessed cyberbullying. Bystanders’ behaviour was sometimes similar in both contexts of traditional and cyberbullying, mainly if they were outsiders but half of the 256 students who reported witnessing both traditional and cyberbullying, acted in different roles across the two environments. The implications of the findings are discussed in the context of previous research on cyberbullying and traditional-bystanders. Future research should further explore the role of bystanders online, including examining whether known predictors of traditional-bystander behaviour similarly predict cyber-bystander behaviour.     

A framework for intentionally fostering student learning

Recognizing the mismatch between a philosophy of holistic development and evaluation focused on external, quantitative criteria led Miami University's Honors and Scholars Program to revise its curriculum in accordance with student development theory.     

ERIC

College and university personnel are periodically involved in strategic planning. Planning sessions often result in tedious time - consuming exercises that yield slight modifications to, or the reinforcing of, previously developed goals and objectives. Alternative planning methodologies require that organizations become agile and responsive; agile in their ability to adapt and change as stimuli exert pressures, responsive in their actions by meeting needs for excellence and accountability. To meet these challenges, administrators must seek new and innovative strategies that include a wide base of expertise and knowledge. A Future Search conference is such a strategy. It brings together individuals from a variety of backgrounds with the intent of collecting information and of using collective knowledge to design a road map for the future. In January of 1996, Tompkins Cortland Community College used a Future Search conference as an alternative to the traditional planning processes. Conference outcomes and specific recommendations are included.     

教育的最高目标是培养公民的道德与心灵习性

美国面临国内外前所未有的挑战，公立学校必须作出更多努力，以培养年轻人成为“为了所有人的自由和公正”的坚定倡导者。诚然，阅读和数学是重要的，但最重要的是什么样的人在学习阅读和数学。     

Emeriti faculty as mentors: the benefits and rewards of mentoring the next generation

ABSTRACT

This holistic single-case study reports on the benefits mentors derived from participating in the Increasing Minority Presence within Academia through Continuous Training (IMPACT) mentoring program. The IMPACT program was sponsored by the National Science Foundation Office for Broadening Participation in Engineering 15–7680 (awards #1542728 and #1542524). In this program, emeriti faculty were matched with underrepresented minority faculty in the engineering professoriate for career-focused mentorship. The conceptual framework of the Benefits of Being a Mentor grounded this study. Findings indicate mentors appreciate the opportunity to give back and remain engaged in the field, to relive past academic career experiences, and to support the next generation of engineering professors while adjusting to retirement. These findings aligned with the conceptual framework on three factors: rewarding experience, improved job performance, and generativity. Implications for administrators and faculty, as well as additional research areas, are discussed.