Engaging,innovating and inspiring: the paradox of the mediated voice of award-winning teachers

ABSTRACT

Although there is no agreed definition of teaching excellence, ‘excellent teaching’ is an accepted notion. However, recent discussion about the recognition of quality teaching and the rise of standards frameworks has challenged the notion of teaching excellence as rewarded in teaching excellence schemes. It has raised questions about how we evaluate quality teaching and whether, and how, excellent teaching, as awarded in such schemes, differs from good teaching. Applicants for teaching awards are required to present themselves and their teaching for judgement in a prescribed genre. This article analyses two national teaching excellence award schemes which were established as comparable in geographical, temporal and socio-political terms. Erving Goffman’s theory of presentation of self is used to investigate the way in which university award winners have responded to the criteria required by the schemes. The task for the teachers is dual in that they must present themselves as excellent teachers and provide relevant evidence in a compelling presentation of self. The research approach was primarily interpretive, involving the close analysis of award winners’ texts from a period of five years. Discourse analysis was undertaken of both the criteria required for excellence and the response of applicants to the criteria in their presentation of self in the citation which accompanies the application. Adherence to the prescribed genre and skilful presentation of self are revealed as key determinants of the recognition of award-winning teachers as excellent teachers. Paradoxically, while the awards are for excellence in teaching, the mediation of the written word in skilful presentation of self is essential in order to receive an award.     

高校新闻人才培养策略——以"长江韬奋"获奖者群体素质特征为视角

"长江韬奋奖" 获得者作为新闻界的优秀工作者,文章通过分析 2005 年 — 2014 年的 124 位获奖人群工作事迹,提取出 10 项群体素质特征并归纳为政治思想 、 创新意识 、 职业道德以及实践能力四个方面,为高校在培养新闻储备人才做参照,以促进应用型实践教学的改革和发展.     

科研人员申报社会力量科技奖励的意愿研究

科研人员申报社会力量科技奖励的意愿会受到个人特征和奖项特征的影响.通过网络电子邮件调查法收集了536份有效调查问卷,对问卷数据进行二元Logistic分析后发现,科研人员的个人特征中年龄和文化程度对科研人员申报社会力量设奖的意愿有显著影响,而奖项特征中的设奖主体、奖励力度、奖项知名度和奖后效应对科研人员申报社会力量设奖的意愿也有显著影响.因此,社会力量科技奖励要通过规范设奖主体、加大奖励力度、提高奖项知名度和提升奖后效应等措施来增加对科研人员的吸引力.     

宋代体育赏赐研究

宋代体育赏赐内容丰富,包括货币赏赐、物品赏赐、官品赏赐,涵盖了相扑、弄潮、蹴鞠、竞渡、骑射等官民热衷的体育项目,其中相扑、弄潮、蹴鞠、竞渡等以短期激励为主,骑射则赏令众多,注重赏赐的长期激励效应,这与宋面临北方强大的军事压迫紧密相关。与前代相较,宋代体育赏赐表现出赏赐主体扩大、规范性更强以及首次出现纸币赏赐等新特征。宋体育赏赐在满足从业者生计的同时,也促进了体育向商业化、市场化方向发展,相扑、竞渡等项目正是在高额赏金的刺激下初步具备了现代商业体育的运作模式,开创了体育市场化的先河。     

建国后国家科技奖励体制的建设与发展

科技奖励是现代科技建设的一个重要组成部分,是推动科技进步和社会发展的重要举措。我国的科技奖励制度正式起步于新中国成立之后,经历了起步、停滞、重建、发展、改革五个较为曲折的过程。随着科技体制改革与完善程度的加深以及科技奖励理论研究的深入,我国的科技奖励制度正朝着主体多元化、程序科学化、客体人本化方向发展。     

激励体系对员工创新行为影响的实证研究——基于工作动机理论的分析

基于工作动机理论,把内在激励、薪酬与奖励、组织创新氛围进行整合,作为整体激励体系探讨对员工创新行为的影响.在浙江省高新技术企业进行问卷调查,得到353份有效问卷.分层回归分析结果表明,内在激励、薪酬与奖励、组织创新氛围对员工创新行为有显著的积极影响;内在激励、薪酬与奖励对促进员工的创新行为有显著的交互作用;在高内在激励条件下,薪酬与奖励对员工创新行为有显著的积极影响,但在低内在激励条件下,薪酬与奖励对员工创新行为关系没有显著影响;当内在激励取高水平值时,薪酬与奖励和员工创新行为之间的正向关系更加强烈.     

重构我国科技奖励的社会分层体系

科技奖励的社会分层直接影响着科技奖励制度的实施效果。我国现行科技奖励按奖励主体的行政隶属关系进行分层,这种方式存在许多弊端,有必要对我国科技奖励的社会分层体系进行重新构建,政府奖根据行政级别进行社会分层,社会力量设奖则通过预先功能定位和社会选择来实现分层,社会力量设奖与政府奖两大系统共同构筑我国的科技奖励系统的金字塔结构。     

广东省社会科技奖励现状及发展对策

随着科技进步和社会发展,特别是在国家取消地市级政府科技奖励、精减省级政府科技奖励数量后,社会力量设立科学技术奖(以下简称"社会科技奖励")在广东科技奖励体系中愈加重要,但目前仍处于探索阶段。对广东省社会科技奖励发展现状进行调查研究,发现广东省社会科技奖励呈加速发展的态势,但在组织管理与制度建设、奖励对象与形式、奖励区域与领域和奖后宣传等方面存在若干问题。借鉴何梁何利基金奖的成功经验,结合广东省实际,从奖励的组织管理、制度建设、覆盖范围、奖项设置、资金筹集和宣传报道等方面提出广东省社会科技奖励的发展对策建议。     

Awards and recognition: Do they matter in teachers’ income trajectory?

Do teaching awards affect the growth in income of teachers recognized for excellence? Our study is one of the firsts to use income as the primary indicator of success when evaluating the impact of an award. Taking the case of Metrobank Foundation Award for Outstanding Teachers in the Philippines, our analysis reveals that the award had a higher impact on the income of winners who were in the middle of their career when they received the award. This implies that timing as to when an award is received matters. Relatively younger winners, in their mid-career, have more years in their professional career to capitalize on the award.     

Admissions portfolio for a graduate program: Matching practice and paradigm

Every year since 1964, approximately 120 high-school seniors have been selected for presidential recognition, from across the United States. As the first cohort of Presidential Scholars enters their 60s, we wanted to hear what they think about the roles that academic, professional, and personal achievement have played in their lives and to reconsider sex differences found in earlier studies. Our findings are reported here both as summary data of the responses of 145 Scholars from the 1964–1968 cohort and as selected excerpts, in their own words. Participants in this study share their wisdom about giftedness and talent as it develops across the life span and offer advice to parents, educators, and highly capable young people. They emphasize the importance of hard work, perseverance, and personal relationships and suggest that success is more about self-acceptance and personal fulfillment than it is about formal recognition and prizes.