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991.
Although the relationship between relational victimization and psychosocial adjustment in adolescence has been established, it is unknown whether it extends into early adulthood. The current retrospective study investigated the relationship between recall of adolescent relational victimization and symptoms of depression, social anxiety, and loneliness in 205 undergraduate students. The effects of gender and perceived social support on these relationships were assessed, as were the psychometric qualities of the Relational Victimization Questionnaire (RVQ). Recalled adolescent relational victimization was related to increased symptoms of depression and social anxiety; neither gender nor perceived social support affected the strength of these relationships. Results indicated that the RVQ has adequate internal consistency and a single factor structure. Implications for psychologists working with adolescents are highlighted. © 2008 Wiley Periodicals, Inc. 相似文献
992.
Adrianna Kezar Peter Eckel Melissa Contreras-McGavin Stephen John Quaye 《Higher Education》2008,55(1):69-92
Research demonstrates that leadership, particularly among presidents, is important for moving a diversity agenda forward and make appreciable progress on it. The research questions pursued here are: What is the role of the college president in advancing a diversity agenda? What strategies do presidents identify as important to facilitating a diversity agenda? There were three main findings: (1) strategies are deployed in a non-linear way best represented through a web metaphor, (2) six sets of actors that serve as key nodes on the web and specific strategies were crucial to enhancing and deepening the web-developing an internal network, hiring, mentoring, partnering with faculty on the curriculum, supporting student affairs staff, working directly with and learning from students, and establishing external networks; and, (3) strategies within the human resource frame are noted by presidents as particularly important to moving a diversity agenda forward. 相似文献
993.
Kathryn L. Combs Sharon K. Gibson Jane Saly John T. Wendt 《Assessment & Evaluation in Higher Education》2008,33(1):87-102
Typical university‐wide course evaluations do not provide instructors with sufficient information on the effectiveness of their courses. This article describes a course assessment and enhancement model where student feedback can be used to improve courses and/or programs. The model employs an assessment tool that measures student perceptions of importance and their current competence in course‐specific learning objectives both pre‐ and post‐course. Information gained from this assessment enables course improvement over time and also allows for modification in delivery and/or content of the current course. This model is intended to augment traditional course evaluation mechanisms based on specific and actionable feedback on learning objectives. 相似文献
994.
The teaching–research nexus and the importance of context: a comparative study of England and Sweden
John Taylor 《Compare》2008,38(1):53-69
The teaching–research nexus has been studied by many researchers, mainly looking at pedagogic links and direct benefits arising from the interaction of both activities. The paper takes a comparative approach, looking at the relationship between teaching and research in four universities from two different countries. This paper argues that contextual factors are vital in shaping the nature of the relationship and also identifies differences between disciplines in how these contextual factors may be understood. In particular, the contrasting structural and political contexts provided by two different national settings are seen to have a crucial role in shaping institutional activity. 相似文献
995.
Fred D’Agostino Neil Taylor John G. Hedberg Jennie Lynch John M. Malouff 《高等教育研究与发展》2008,27(3):297-304
996.
The Perceptions of Success Inventory for Beginning Teachers: Measuring its psychometric properties 总被引:1,自引:0,他引:1
Kristen A. Corbell Alan J. Reiman John L. Nietfeld 《Teaching and Teacher Education》2008,24(6):1551-1563
This study investigated the construction and evaluation of an instrument called the Perceptions of Success Inventory for Beginning Teachers (PSI-BT) intended to measure factors documented in research that contribute to beginning teachers’ perceptions of success. The PSI-BT was found to assess the following factors using exploratory factor analysis: (1) Administrative Support, (2) Classroom Climate, (3) Mentor Support, (4) Colleague and Instructional Resource Support, (5) Commitment, and (6) Assignment and Workload. Internal reliability, content validity, and concurrent validity were also measured in the validation process. Our findings suggest that the PSI-BT provides a reliable and valid instrument that can provide schools with valuable feedback to ensure the success of their beginning teachers. 相似文献
997.
In these uncertain times: Educators build cultural awareness through planned international experiences 总被引:1,自引:0,他引:1
This narrative inquiry explored the effectiveness of planned international experiences in promoting cultural awareness, understanding and appreciation among American educators. Participating educators (n=12) were immersed in foreign cultures for 2–3 weeks during three different summers. To document the effectiveness of cultural immersion, participants completed pre- and post-visit surveys. Pre-visit data showed lack of cultural awareness. After the visit, however, participants had gained broader awareness, understanding and appreciation of host cultures such that familiar cultural practices were rarely used as the only point of reference. Follow-up interviews showed possible sustained acculturation. 相似文献
998.
999.
Janice M. Keenan Rebecca S. Betjemann Sally J. Wadsworth John C. DeFries Richard K. Olson 《Journal of Research in Reading》2006,29(1):75-91
We report preliminary behaviour genetic analyses of reading and listening comprehension from The Colorado Learning Disabilities Research Center. Although the twin sample with these new measures is still of limited size, we find substantial, and significant, genetic influences on individual differences in both reading and listening comprehension. In addition, word recognition and listening comprehension each accounted for significant independent genetic influences on reading comprehension. Together, they accounted for all the genetic influence on reading comprehension, indicating a largely genetic basis for the ‘simple model’ of individual differences in reading comprehension proposed by Hoover and Gough (1990) . 相似文献
1000.
In recent years, Mathematics teaching has been confronted by demands for higher standards and better pupil achievement in several parts of the world. Researchers have suggested the shift from teacher‐centred instruction towards more active participatory learning methods as one way to improve the quality of the teaching and learning process. The tension between whole‐class teaching versus small group learning in Mathematics has been particularly apparent in many education systems. This article analyses the development of Mathematics teaching by asking whether small group learning is an effective arrangement in teaching school Mathematics. We conclude that although there is no unanimity about the affects of small group learning on student achievement in school Mathematics, it seems that it produces at least equal academic outcomes among all students compared to more traditional methods of instruction. Working in pairs is a particularly effective form of learning Mathematics and that small groups are beneficial for developing mathematical problem‐solving skills. We also conclude that the present educational policies and increased quality assurance structures in many countries conflict, or are not consistent with scientific‐professional thinking and research on the teaching of Mathematics. 相似文献