A comparison of scholarly productivity among current professors who obtained terminal degrees

ABSTRACT

Although scholarship is important in higher education and faculty productivity expectations are continually increasing, we still do not understand the holistic view of faculty productivity. This study takes a different viewpoint on faculty productivity examining differences by university classification and by discipline. Most importantly, we sought to obtain the effects of the delivery mode of terminal degree on later faculty productivity. The mode of terminal degree via Internet delivery looks attractive to students, but this study found that this has implications for future research productivity. These three elements illustrate a different scope that has important implications for administrative leaders looking to hire future faculty as well as students thinking about becoming a future faculty member. To capture this view, 600 faculty members from 59 American universities were surveyed. From this survey, five different variables emerged to create an overall faculty scholarly productivity factor. This factor was then compared against university classification, discipline, and mode of terminal degree. Results showed surprising significant differences between university classifications and disciplines as compared to scholarly productivity. One of the most noteworthy findings was that there is a significant difference in faculty productivity based on the mode of terminal degree. Furthermore, no difference in later faculty scholarly productivity exists between that of a hybridized, online degree and a purely online degree. Again, these results indicate significant finds which have a high influence on faculty scholarly productivity, which holds important implications for the future of the university.     

文化与人格关系研究的若干问题

以文化学的视角审视,人格是个体在特定文化状态下的生存样态,其实质是一种文化人格,即个体在接受特定文化熏陶时,通过对特定文化的内化及个体社会化所形成的稳定的心理结构和行为方式。文化与人格的研究产生于20世纪初叶,90年代后,文化与人格研究领域呈现出多层面、跨学科的研究态势,跨文化层面、文化间层面和文化内层面上的人格研究同时进行,并均有突破性进展。文化与人性的关系、人格结构的普遍性、文化与人格相互作用的机制、跨文化的普遍性人格特质、文化间的差异与典型人格的关系等问题成为这一研究的重点和热点。     

Introducing novel approaches for examining the variability of individuals’ physical activity

Tudor-Locke and colleagues previously assessed steps/day for 1 year. The aim of this study was to use this data set to introduce a novel approach for the investigation of whether individual’s physical activity exhibits periodicity fluctuating round a mean and, if so, the degree of fluctuation and whether the mean changes over time. Twenty-three participants wore a pedometer for 365 days, recorded steps/day and whether the day was a workday. Fourier transform of each participant’s daily steps data showed the physical activity had a periodicity of 7 days in half of the participants, matching the periodicity of the workday pattern. Activity level remained stable in half of the participants, decreased in ten participants and increased in two. In conclusion, the 7-day periodicity of activity in half of the participants and correspondence with the workday pattern suggest a social or environmental influence. The novel analytical approach introduced herein allows the determination of the periodicity of activity, the degree of variability in activity that is tolerated during day-to-day life and whether the activity level is stable. Results from the use of these methodologies in larger data sets may enable a more focused approach to the design of interventions that aim to increase activity.     

Interactive learning in an urban environmental education online course

Online courses play an increasing role in professional development of environmental educators, yet little information is available on the interactive processes involved in online learning. We examined the relationship of three types of interactions in an urban environmental education online course – participant–participant, participant–instructor, and participant–content – to four course outcomes: participants’ motivation to learn, intent to adapt ideas and information learned through the course in their practice, actual adaptation of ideas in their practice, and development of professional networks. Content analysis was used to characterize participants’ and instructors’ weekly online posts and comments, and generalized estimation equation modeling was used to explore the relationships between interactions and outcomes. The results showed that participant–content interaction had significant positive relationships with participants’ motivation to learn, intent to adapt ideas, and adaptation of ideas. Participant–participant interaction had significant positive relationships with participants’ motivation to learn, and development of professional networks with each other. Finally, participant–instructor interaction had a significant positive relationship with participants’ development of professional networks. The results of this study can be used to improve professional development online courses for environmental educators.     

Linguistic and Cultural Appropriations of an Immigrant Multilingual Literacy Teacher Educator

This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students’ cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators’ awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education.     

Application of Think Aloud Protocols for Examining and Confirming Sources of Differential Item Functioning Identified by Expert Reviews

This paper demonstrates and discusses the use of think aloud protocols (TAPs) as an approach for examining and confirming sources of differential item functioning (DIF). The TAPs are used to investigate to what extent surface characteristics of the items that are identified by expert reviews as sources of DIF are supported by empirical evidence from examinee thinking processes in the English and French versions of a Canadian national assessment. In this research, the TAPs confirmed sources of DIF identified by expert reviews for 10 out of 20 DIF items. The moderate agreement between TAPs and expert reviews indicates that evidence from expert reviews cannot be considered sufficient in deciding whether DIF items are biased and such judgments need to include evidence from examinee thinking processes.     

拨开引文分析迷雾，破解科研评价困惑——评亨克·莫德的《科研评价中的引文分析》

简要介绍荷兰著名科学计量学家亨克·莫德的专著《科研评价中的引文分析》。该书主要分为8个主要单元,探讨基础科学研究部门和科技期刊评价,ISI引文索引,社会科学与人文科学评价,准确性,引文分析与同行评议等问题。书中的结论为我们有效利用引文分析方法提供理论指导和实践借鉴。     

方法特徵表徵的产品权利要求：保护范围与侵权判定 评最高人民法院“独一味软胶囊提审案”（2010）民提字第158号

优他公司与万高公司等专利侵权案（以下简称＂独一味软胶囊提审案＂）是最高人民法院精选出作为《最高人民法院知识产權案件年度报告》（2010）示范指导案例之一。此案最引人关注的法律问题在于方法特徵表徵的产品權利要求的保护范围、禁止反悔原则的法律适用以及被诉侵权生产工艺认定的证据规则。本文将细致地分析和讨论它们。为此,以下首先...