A framework for exploring small group learning in high school science classrooms: The triple problem solving space

Instructional Science - Classroom activities using an inquiry approach often feature students working in small groups to reduce teacher-centeredness and maximize student autonomy. Within science...     

考研的程序

考研之前要对考研的整个流程有个大致的了解,它要经过那些阶段,在什么时间要做什么事情,这些都要心中有数,以便及早安排,计划周详.根据我的理解,考研大致要经过以下过程.     

It’ll Be Okay,Because We Belong Together: The Influence of Person-Organization Fit on Interpretation of Bad-News Messages in Academic Settings

Higher education has recently faced significant budget cuts. In response, academic leaders must communicate negative information to stakeholders while simultaneously attempting to maintain morale and credibility. This project investigated how students interpret a bad-news message from the university president and examined the impact of person-organization fit and demographic characteristics on interpretations and credibility. In Study 1, participants (N = 52) provided 19 varying interpretations for a real-life message. Using 5 components derived from the interpretations, Study 2 (N = 466) determined that person-organization fit and demographic characteristics influence interpretations and source credibility. Some outcomes varied according to whether participants had previously read the bad-news message.     

Teacher misbehaviour: an analysis of disciplinary orders by the General Teaching Council for England

This article presents findings from a documentary analysis of 300 disciplinary orders against teachers from the General Teaching Council (GTC) for England. While the extant literature concerning teacher misbehaviour focuses primarily on pedagogical practice, this article draws on the wider organisational misbehaviour paradigm and views teachers as professional employees rather than just classroom practitioners. As such, teachers are embedded within the complexity of organisational systems, procedures and interrelationships as well as being regulated by professional standards. The analysis found that teachers were disciplined for misbehaviours both internal to the employing school and also activities, primarily criminal, that were external to their employment. The article argues that the professional regulation of teaching, being accountable inside and outside of work and the emotional labour of teaching should define teacher misbehaviour as separate from generic organisational misbehaviour frameworks. Furthermore, it argues that, while the GTC viewed teacher misbehaviour as a product of the individual, organisational contexts are also important antecedents of activities that are considered deviant.     

Childhood sexual victimization,pedophilic interest,and sexual recidivism

Objective

The goal of the current study was to examine the extent to which child sexual abuse (CSA) and particular characteristics of CSA are associated with pedophilic interest and sexual recidivism.

Methods

Subjects were 462 adult male sexual offenders who had been incarcerated in Canadian federal prisons.

Results

Compared to sexual offenders who had not been sexually abused, those who had been sexually abused before age 16 sexually offended against significantly younger victims and had significantly more indicators of pedophilic interest. This was the case whether we examined self-reported or officially documented CSA. Offenders who had been sexually abused exclusively by a male had significantly more indicators of pedophilic interest than those who had been sexually abused exclusively by a female. These findings are consistent with past research and theory suggesting that CSA may play a role in pedophilia and sexual offending against children. CSA exclusively by a female abuser predicted higher rates of sexual recidivism than abuse by a male or both a male and female abuser. Among offenders with victims 15 years old or younger, a closer relationship between offender and abuser predicted higher rates of sexual recidivism. The relationship between CSA and sexual recidivism was significantly moderated by actuarial risk. More specifically, CSA predicted higher rates of sexual recidivism among higher risk offenders, but CSA did not predict sexual recidivism among lower risk offenders. This novel finding raises the possibility that CSA may play a role in sexual recidivism for some offenders.

Conclusion

If future research replicates this CSA by risk interaction and identifies the constructs and processes involved, CSA may be worth considering in risk assessment and treatment.     

TRAINING OLDER ADULTS TO USE THE COMPUTER: ISSUES RELATED TO THE WORKPLACE,ATTITUDES, AND TRAINING

The number of computer‐illiterate older adults in the workplace in expected to increase as the number in that age group grows, creating a need for computer training. Negative stereotypes of the incompetent older adult have not been supported by research. Older adults’ attitudes toward the computer do improve with positive experiences with the computer. Also, training studies show that older adults can learn how to use the computer, but need approximately twice as long to complete training as young adults. Factors that are important for computer training in this population are discussed.     

Be Careful What You Ask For: Structuration Theory and Work/Life Accommodation

An analysis of 96 employee requests for accommodation revealed the rules and resources that govern the negotiation of work/life issues in organizations. Using Giddens' structuration theory, the authors identified six rules and three resources commonly employed in seeking assistance in achieving work/life balance and identified ways that these rules and resources reproduce and challenge the system. Implications for managers, employees, and researchers are discussed.     

“Yes,We Have an Anti-bullying Policy,But … :” HR Professionals' Understandings and Experiences with Workplace Bullying Policy

Although human resource (HR) professionals have extensive involvement in workplace bullying situations, research is not reflective of their perspective. The purpose of this study was to gain a better understanding of the use of anti-bullying policy in organizations. Interviews with 36 HR professionals and analysis of 18 organizational policies revealed many HR professionals believed their organizations had policies that addressed bullying, but the policies did not use the term “bullying.” Others did not believe their organizations had policies that could address bullying or did not know if their organization had a policy. What the HR professionals felt the policies communicated and what the policies actually detailed proved to be divergent. Implications of these findings, limitations, and future research are discussed.