新兴新型应用型本科院校学科专业一体化协同发展研究

新兴新型应用型本科院校在新世纪高等教育大发展的背景下取得了丰硕成果,已成为我国高等教育大众化的重要生力军,但一些实践路径之争正阻碍其良性发展。从学科与专业两者概念、关系入手,结合新兴新型应用型本科院校的特征与发展趋势,探求学科专业一体化协同发展的新路径。     

Building collaborative structures for teachers’ autonomy and self-efficacy: the mediating role of participative management and learning culture

This study focused on the collaborative structure-building behavior of school principals and examined how such behavior affects teacher empowerment. More important, it tested the mediating effects of participative management and learning culture. By collecting nested data from 104 schools in Hong Kong and adopting multilevel structural equation modeling, we found that teachers’ sense of autonomy and self-efficacy were correlated at the individual level but were independent at the school level. The effect of building collaborative structures on teachers’ self-efficacy was mediated by both participative management and learning culture, whereas the effect on autonomy was mediated by participative management only. The findings contribute to the literature in at least 2 ways. First, the inclusion of both principal leadership and school-level factors provides more refined predications of teacher empowerment. Second, the testing of the theory-grounded hypotheses in an Asian society verifies the validity of certain cultural assertions about this region.     

Student–Faculty Collaborative Research: A Qualitative Study of Experiences with the Authorship Determination Process

Mentoring students through collaborative research can be an effective method for cultivating student development as scholars; but negotiating the division of responsibilities and recognition may be difficult due to the inherent complexities of the relationship between collaborators and the research process itself. A national sample of 440 students and faculty in education and social science disciplines described their positive and negative experiences with authorship determination in student–faculty collaborative research. Qualitative analysis of these responses revealed important themes and informed the development of suggestions for articulating authorship to avoid potential difficulties.     

Chasing joint work: administrators’ efforts to structure teacher collaboration

ABSTRACT

Although the benefits of teacher collaboration have been touted, school administrators often struggle to foster productive collaboration at their sites. This study takes a deep dive into teachers’ interactions to understand how administrators’ efforts to engineer collaboration play out in teachers’ relationships. Analysis of qualitative interview and observation data with a social network lens provides a nuanced understanding of teachers’ formal and informal interactions at two schools. Findings make clear why leaders are unlikely to build effective collaborative cultures without noticing and building off of the relationships teachers have built within their existing contexts. Overly regulated meetings impacted both formal and informal relationships between teachers, and productive collaboration during formal meeting time could not be sustained in teachers’ informal networks when other structural obstacles intervened. Few teachers were able to overcome either of these constraints to engage in meaningful collaboration, although the efforts of some provide insight for promoting collaborative cultures. This study provides insights for how leaders might notice and capitalise on existing relationships as well as on sometimes unintended structures to support teachers’ join work.