利益相关者视野中“教师轮换机制”实证分析

本研究通过对来自浙晋川不同地区、强弱中间不同群体、主体型（家长）、参与型（教师）及监督型（行政）不同类型的利益相关者进行了问卷加访谈的调研。结果发现内地小城对＂教师轮换＂的支持度显著高于沿海大市,教师与行政的支持度显著低于家长,弱势群体的支持度显著高于中间群体、中间群体又显著高于强势群体,内地小城优质、中间、薄弱学校行政的支持度不存在显著差距。基于这些发现,提出了优化轮换机制的建议。     

Academic Libraries and Engagement: A Critical Contextualization of the Library Discourse on Engagement

This article argues that the concept of engagement as it is used in the academic library literature requires greater structure and depth if the librarian community intends to appropriate and advance the usage of a phrase that resonates loudly across higher education. In reviewing the literature around engagement as well as in introducing critical perspectives from outside the library literature, this literature review and investigation demonstrates that engagement is a variously defined and used term that is both difficult to nail down but is essential to the healthy participation of an academic library in its respective community. The external perspectives introduced stem from the behavioral, psychological, and conceptual organizational approach to student engagement, whose application to academic libraries could be strengthened with a more critical grounding in the compelling terms and discourses of engagement as they are understood by those outside libraries. The framework of intellectual capital is introduced as a productive way of capturing the differing definitions and usages of the terms ‘student engagement’ and ‘engagement’.     

Changing Stakeholder Expectations of Library Value

Given the on-going emphasis placed on evaluation, measurement and Return on Investment (ROI), many public libraries have struggled to successfully integrate evaluation practices into operational workflows. Unfortunately, it appears that for some libraries who have implemented evaluation, they have focused on metrics that do little to inform the library’s practice, do not demonstrate how a library contributes to its community, and do not assist public libraries in the enhancement of their operations. While traditional output metrics such as circulation, program attendance and technology use provide data about library activities, these metrics are simple counts that fall short in providing insight into why people visited the library, if they accomplished their goals during their visit, or what would have improved their visitor experience. In addition, this reliance on “empty metrics” has had the negative effect of leading stakeholders, policy-makers and funders to believe libraries are nothing more than book depositories. Empty metrics reinforce old and inaccurate stereotypes about public libraries and the role of librarians. We contend that we are at a turning point: evaluation practices are now successfully being embedded into day-to-day library operations and have become a part of library culture. The next step is to ensure libraries develop meaningful metrics that demonstrate the library’s social contribution, and then engage stakeholders to recognize the necessity of adopting these new metrics.     

论职称评聘工作中的弊端及其对策

叙述了专业技术职称评聘工作中较普遍存在的弊端,包括过于注重学历和发表论文的期刊等级、仅仅根据申报材料进行评审、聘任制流于形式、继续教育重形式轻效果等,并提出了有针对性的改进措施.     

论高校教师聘任程序法制化

建立健全高校教师聘任程序制度是高等教育法制建设的重要内容。本文在借鉴发达国家和地区高校教师聘任制度的基础上,针对我国高校教师聘任程序存在的薄弱环节,阐述了高校教师聘任程序法制化建设过程中必须着力推进聘任权行使组织化、聘任程序规范化和聘任信息公开化等。     

Examination of the gender–student engagement relationship at one university

Research examining the relationship between gender and student engagement at the post secondary level has provided mixed results. The current study explores two possible reasons for lack of clarity regarding this relationship: improper parameter estimation resulting from a lack of multi‐level analyses and inconsistent conceptions/measures of ‘student engagement’. Data from the 2006 administration of the National Survey for Student Engagement (NSSE) at a southeastern university were analysed. Results indicated that the relationship between gender and engagement is related to engagement type as well as an institution level factor (gender composition). Implications and directions for future research are discussed.     

Protest Reconsidered: Identifying Democratic and Civic Engagement Learning Outcomes

Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest. The conceptual framework is built on the ideas outlined in Learning Reconsidered (Keeling 2004) and modeled in its pragmatic follow-up, Learning Reconsidered 2 (Keeling 2006). Results suggest student and campus administrator actions during a campus protest support democratic aims, student development, and digital age democracy. Recommendations for campus educators are included. This study extends previous discussion on activism’s journey from detrimental to developmental (Astin 1999; Chambers & Phelps 1993; Hamrick 1998; Hunter 1988) by mapping the learning environment through the interaction of protestor and university and by incorporating new forms of activism. J. Patrick Biddix  received his Ph.D. in Educational Leadership and Policy Studies with specialization in Higher Education from the University of Missouri–St. Louis. He is currently Assistant Professor of Higher Education and Research Methodology in the Department of Curriculum, Leadership, and Technology at Valdosta State University. His primary research interests include college student uses of technology outside the classroom, career pathways in student affairs, and research methodology. Patricia A. Somers  received her Ph.D. in Educational Administration with specialization in Higher Education from the University of New Orleans. She is currently an Associate Professor of Higher Education at the University of Texas at Austin. Her primary research interests include college access, student persistence, student development theory, and two-year colleges. Joseph L. Polman  received his Ph.D. in Learning Sciences from Northwestern University. He is currently an Associate Professor of Educational Technology in the Division of Teaching and Learning at the University of Missouri–St. Louis. His primary research interests include inquiry-based learning involving computers and the Internet as tools, viewed from a sociocultural perspective.