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1.
Faculty Members' Intentions to Leave: A National Study on Their Worklife and Satisfaction 总被引：1，自引：4，他引：1
Despite the importance of faculty retention, there is little understanding of how demographic variables, professional and institutional worklife issues, and satisfaction interact to explain faculty intentions to leave at a national level. Using the National Study of Postsecondary Faculty (NSOPF:1999) database, this study proposes (a) to extend our previous conceptualization and understanding of those issues that comprise the dimensions of faculty worklife, satisfaction, and intentions to leave, (b) to examine relationships between these three dimensions, and (c) to determine the extent to which demographic variables and the quality of worklife have an impact on satisfaction, and faculty members' intentions to leave. Using structural equation modeling, the findings indicate that the perceptions faculty members have of their worklife have a direct and powerful impact on their satisfaction, and subsequently their intentions to leave. That is, a combination of worklife perceptions of faculty members' professional and institutional issues and satisfaction initiates individuals' behavioral intentions and the desire to leave for another position and/or career alternative. 相似文献
2.
M. A. Clements 《Educational Studies in Mathematics》1980,11(1):1-21
Methods developed by Newman and Casey for analyzing errors made by children attempting verbal arithmetic problems are described, with particular emphasis being given to Newman's hierarchy of error causes. Data obtained by Newman, Casey, and Clements are presented. These show that a large proportion of errors made by children in grades 5–7 in Victoria on verbal arithmetic problems are in the Newman categories Comprehension, Transformation, Process Skills, and Carelessness. 相似文献
3.
Jo Boaler 《Educational Studies in Mathematics》1993,25(4):341-373
This paper reports upon a research project which considered the transfer of students' mathematical understanding across different task contexts. The research involved two groups of students from contrasting learning environments. The first environment was characterised by the complete integration of mathematical process and content using open ended activities. The second environment represented a typical English classroom with a content based scheme being predominantly used. The research demonstrated that the procedure and performance of students in response to addition and fraction tasks varied considerably when the context of the tasks changed. This variation suggested that students' perceptions of the contexts were individually constructed and contexts did not have a uniform effect upon the difficulty of tasks. The research also suggested that students who had learned in an environment characterised by the integration of process and content were more able to transfer their learning across contexts. Students who had learned mathematical process independently of content were more likely to vary their procedure and performance in response to the contexts of the tasks. This was considered in relation to the problems of school — real world transfer and the effectiveness of different learning environments. 相似文献
4.
Larry D. Yore John O. Anderson James A. Shymansky 《Journal of Science Teacher Education》2005,16(1):65-88
This case study of a midwestern school districts reform effort explored the treatment fidelity of the Science: Parents, Activities, and Literature (Science PALs) project. Data were collected from the perspectives of three stakeholders: students, school district, and parents. Students and school district supervisors perceptions indicated that teachers were implementing predicted curricular and instructional features promoted by the Science PALs project. Students perceptions of their current teachers classroom performance did not parallel the supervisors perceptions of the teachers implementation. Parents perceptions and comments indicated a high level of satisfaction with the implemented features. Collectively, the three perspectives suggest that the Science PALs project was successful in changing the classroom practices of K–6 teachers involved in the professional development. The results of this study appear to support the findings of other recent studies that indicate the need for extended professional development and support to fully implement changes in elementary school science instruction. 相似文献
5.
Taken in aggregate, bigger university departments did disproportionately well in the 1992 U.K. Higher Education Research Selectivity Exercise (RSE). A number of reasons are reviewed whereby such an economies of scale effect might apply both in general and with respect to the RSE. A methodology is developed whereby the RSE performance of the UK's universities across academic units can be attributed to size and non size components, the relative importance of which are then calculated for each of the old universities, paying attention to their independent designations as research and teaching institutions. Possible implications for academic planning by universities are drawn out. 相似文献
6.
This research analyzed faculty evaluations of college presidents' role performance with the intent of identifying underlying dimensions and to ask further which dimensions predicted faculty satisfaction with presidents. Data were gathered from 896 faculty members from two technical colleges, three community colleges, two private universities and three public universities in a Western state. The factor analysis revealed three relatively independent dimensions of the presidential role: personal-public image, faculty and student interaction with presidents, and absence of autocratic leadership style. The personal-public image was the most important dimension and predicted faculty satisfaction across the four types of institutions of higher learning. Faculty-student interaction with the president, while not as important a dimension of the presidential role, predicted faculty satisfaction in three institutional types, but not in public universities. The absence of autocratic leadership style predicted satisfaction in community and technical colleges. 相似文献
7.
Participation, Knowledge and Beliefs: A Community Perspective on Mathematics Learning 总被引：1，自引：0，他引：1
Jo Boaler 《Educational Studies in Mathematics》1999,40(3):259-281
In this paper I illustrate the use of a particular situated method of interpretation in my analysis of the data from 3-year case studies of two schools. The constraints and affordances provided by different environments are shown to be key analytical tools in understanding the ways in which students develop and make use of knowledge. Various classroom incidents are analysed, demonstrating that the particular constraints and affordances of formalised mathematics classrooms, to which students become attuned, contribute to the development of learning identities that are peculiar to the school mathematics classroom and of limited use to students in the real world. An understanding of the mathematics classroom as a particular community of practice is central to this analysis.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
8.
Five suburban community colleges in a metropolitan area collaborated on a survey to parents of high school graduates of the class of 2002 who attended the colleges in fall 2002. The study was undertaken to learn more about parents roles in their students selection of community colleges, to give insights and information about this important community college constituency, and to assist community colleges to shape more effective ways to foster positive and supportive opinions among parents of potential students. Parents want the community college to provide students with credits and grade point averages enabling transfer, overestimate their students academic skills as measured by course placement tests, engaged in a number of college-choice activities, and indicate that factors associated with lifestyle and money were major reasons for selecting the community college. Associations between parents social capital and perceptions of their students academic abilities were found for a number of dependent variables examined. The study also revealed important differences in how participating institutions record and calculate key measures such as credits earned and grade point averages. 相似文献
9.
Representations such as formal notations and diagrams routinely figure in students' learning of mathematics and science. However, in light of the extensive research on students' misunderstanding in these subject matters, it is reasonable to ask whether other kinds of representations might help students to reach better understandings. Indeed, a number of educators have developed innovative representations, typically on computers, that supposedly foster understanding through suggestive visual analogies and microworlds to manipulate. Evaluative research on these new look representations as we call them suggests that they indeed can help students to understand.In this review, we focus on exactlyhow these representations aid understanding. We propose that they do so by facilitating the learner's construction of explanations, justifications, predictions, and the like. These constructions require search in problem spaces, in the sense of Newell and Simon (1972). The representations in question reduce the cognitive load of such searches, clarify the structure of the problem spaces that need to be searched, and make certain moves in the problem spaces more immediate. We invoke Gentner's (1983) theory of structure mapping to explain how these advantages are attained. We also examine several characteristic pitfalls of representations in this style. 相似文献
10.
The purpose of this paper is to identify the factors that predict students perceptions of their institutions success in achieving a positive climate for diversity. This study examines a sample of 544 students at a large, public, predominantly White Mid-Western institution. Results show that students perceptions of the institutions ability to achieve a positive climate for diversity is a reflection of students precollege interactions with diverse peers and the institutions ability to incorporate diversity-related issues into its curriculum. Results also indicate that these perceptions differ by race and gender. Implications for institutional researchers are discussed. 相似文献
11.
This article presents examples that illustrate how teachers use childrens literature in the teaching of mathematics. The examples are related to four curriculum ideologies that have influenced mathematics education in the USA for the last 75 years. It discusses why it is relevant to help teachers understand the ideological positions that influence their use of childrens literature during mathematics instruction, summarizes the four ideological positions, and presents results of a study of how teachers ideological positions relate to their use of childrens literature in the teaching of mathematics. The study examines two research questionsCan an instructional tool be developed that will highlight for teachers the different ways in which they and others use childrens literature to teach mathematics? and Can that instructional tool stimulate teacher discussion and reflection about their own beliefs and the ideological nature of the instructional environment in which they learned (as students) and teach (as teachers)? Study results indicate that both questions can be answered in the affirmative. 相似文献
12.
Philip G. Altbach 《Higher Education》1991,21(3):305-323
Foreign study is a multifaceted phenomenon - its impact is felt on academic institutions in both the host and sending countries, on the economies of nations, and of course on the individuals involved. With more than one million students studying abroad, foreign study has assumed considerable importance in higher education planning. This article considers the many aspects of foreign study and discusses the interrelationships of these elements. The policies of the host nations, for example, have an impact on higher education planning in the sending countries. The non-return of foreign students, traditionally referred to as the brain drain, is considerably more complex than was once thought since Third World graduates settled in the industrialized nations often retain contacts with their home countries and increasingly return after a period abroad. This article also considers the various push and pull factors which determine the constantly changing flow of foreign students.This study was supported by the Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation. It was presented at the International Seminar on Higher Education and the Flow of Foreign Students, convened by the Hochschul-Informations-System, with support from the Federal Ministry of Education and Science and the Lower Saxony Ministry of Science and Arts in Hannover, Germany on 26th–28th April 1990. 相似文献
13.
This study explored African-Americans perceptions of various mental health professions through the ranking of confidence levels across five case vignettes of varying psychiatric severity. Results indicated that African-Americans viewed psychologists and doctoral level licensed professional counselors with similar levels of confidence and ranked doctoral level licensed professional counselors above masters level counselors in every case example. Congruent with previous studies, the African American sample was confident in counselors ability to treat less severe cases and less confident in their ability to treat more severe cases. 相似文献
14.
This study examined the interaction between college students attachment orientation and mentors relational style in the prediction of students behaviors and perceptions in academic mentoring and of their subsequent academic achievement. Ninety college students were administered the Adult Attachment Interview and their professors-mentors completed the Attachment Style Questionnaire. Students displayed more adaptive behaviors and perceptions in mentoring and earned higher grades when their attachment orientation was in contrast to their mentors relational style. Implications for the practice of academic mentoring in college are discussed. 相似文献
15.
summary This article presents a case study class response to Mildred Taylors now classic and widely read novel, Roll of Thunder Hear My Cry. Through data collected during one school year, the ways urban, adolescent students use their contemporary lenses to interpret the literary theme of confronting, overcoming and challenging racism are discussed. The participants responses are organized into four reader response categories that explicate the complex and interactive interpretations developed by the children while reading the novel. In addition to providing insights about the participants textual understanding, pedagogical findings indicate that the book can also be used to explore the nature of racism while creating a safe space to confront and more deeply understand racisms impact on the past as well as the students current reality. 相似文献
16.
Mathematics education in its cultural context 总被引：1，自引：0，他引：1
Alan J. Bishop 《Educational Studies in Mathematics》1988,19(2):179-191
This paper presents the results of a series of analyses of educational situations involving cultural issues. Of particular significance are the ideas that all cultural groups generate mathematical ideas, and that Western mathematics may be only one mathematics among many. The values associated with Western mathematics are also discussed, and various issues raised by these analyses are then presented. 相似文献
17.
Manzoor Ahmed 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(4):409-422
Initial literacy courses must be followed by opportunities for consolidating the mechanics of literacy skills and practical application of three skills in life. Experience has shown that these post-literacy objectives can be achieved, not by a second stage of the literacy course, but by a range of opportunities for learning and application of learning through a network of continuing education opportunities geared to the diverse needs and circumstances of different categories of neo-literates. A taxonomy of learner categories and learning needs is seen as a basis for planning and supporting the network of post-literacy learning.Examples from China, India and Thailand demonstrate the importance of recognizing the continuity of literacy and post-literacy efforts, the need for commitment of resources for this continuum of learning, the role of an organizational structure to deal with this continuum in a coordinated way, and the value of a comprehensive range of learning opportunities for neo-literates.A necessary condition for success in building a network of continuing learning opportunities and contributing to the creation of a learning society is to make human resource development the core of national development. It is argued that the scope and dimensions of post-literacy continuing education are integrally linked with the goal of mass basic education and ultimately with the vision of a learning society. Such a vision can be a reality only with a serious human resource development focus in national development that will permit the necessary mobilization of resources, the coordination of sectors of government and society and the generation of popular enthusiasm. A radical or an incremental approach can be taken to move towards the primacy of a human resource strategy in national development. In either case, a functioning coordination and support mechanism has to be developed for the key elements of mass basic education including post-literacy learning.
Zusammenfassung Den Anfangskursen der Alphabetisierung müssen Möglichkeiten zur Festigung der Mechanismen der Lese-, Schreib- und Rechenfähigkeiten und zur praktischen Anwendung dieser drei Fähigkeiten folgen. Erfahrungen haben gezeigt, daß diese Ziele der Nachalphabetisierung nicht durch eine zweite Stufe der Alphabetisierungskurse erreicht werden können, sondern nur durch ausreichende Gelegenheiten zum Lernen und zur Anwendung des Erlernten durch ein Netzwerk von Weiterbildung, das den diversen Bedürfnissen und Umständen der verschiedenen Kategorien der Neualphabetisierung angepaßt ist. Eine Taxonomie der Lernenden und der Lernbedürfnisse wird als Basis zur Planung und Unterstützung eines solchen Netzwerkes betrachtet.Beispiele aus China, Indien und Thailand zeigen die Bedeutsamkeit des Erkennens der Kontinuität von Alphabetisierungs- und Nachalphabetisierungsbemühungen, des Bedarfs an einer Bereitstellung von Mitteln für dieses Kontinuum des Lernens, der Rolle einer Organisationsstruktur, die mit diesem Kontinuum in einer koordinierten Weise umgeht, und eines umfassenden Bereichs von Lernmöglichkeiten für Neualphabetisierte.Eine notwendige Voraussetzung für den erfolgreichen Aufbau eines Netzwerkes von Weiterbildungsmöglichkeiten und für einen Beitrag zur Schaffung einer lernenden Gesellschaft ist, daß die Entwicklung menschlicher Ressourcen zum Kern der nationalen Entwicklung gemacht wird. Ein Argument ist, daß der Bereich und die Dimensionen der Weiterbildung nach der Alphabetisierung integral mit dem Ziel der Massengrundbildung und letztlich mit der Vision einer lernenden Gesellschaft verbunden sind. Solche Vision kann nur dann Realität werden, wenn eine ernsthafte Entwicklung der menschlichen Ressourcen bei der nationalen Entwicklung ins Auge gefaßt wird, die die notwendige Mobilisierung der Ressourcen, die Koordination der Regierungsbereiche und der Gesellschaft und die Erzeugung eines allgemeinen Enthusiasmus erlaubt. Ein radikaler oder auch schrittweiser Ansatz kann zu der Bevorzugung einer menschlichen Ressourcenstrategie in der nationalen Entwicklung führen. In jedem Fall muß ein funktionaler Koordinations- und Unterstützungsmechanismus für die Grundelemente der Massengrundbildung einschließlich der Nachalphabetisierung entwickelt werden.
Résumé Après les cours d'alphabétisation initiale, des possibilités doivent être offertes pour fixer les mécanismes des compétences d'alphabétisme et de mise en pratique des rudiments de l'instruction dans la vie. L'expérience acquise a montré que les objectifs de postalphabétisation peuvent être atteints, non pas en suivant un second cycle d'alphabétisation, mais par le moyen de nombreuses possibilités d'apprentissage et d'application de celui-ci à travers un réseau d'occasions d'éducation continue centrées sur les diverses exigences et circonstances des différentes catégories de néo-alphabètes. Une taxonomie des catégories d'apprenants et des besoins d'apprentissage sert de base à la planification et au soutien du réseau de l'apprentissage de postalphabétisation.Les exemples de la Chine, de l'Inde et de la Thaïlande prouvent l'importance qu'il y a à reconnaître la continuité des efforts d'alphabétisation et de postalphabétisation, la nécessité d'allouer des ressources à ce continuum d'apprentissage, le rôle d'une structure organisationnelle pour traiter celui-ci de manière coordonnée, et la valeur d'une série complète d'occasions d'apprentissage destinées aux néo-alphabètes.La condition nécessaire pour pouvoir établir un réseau d'occasions d'apprentissage continu et contribuer à la création d'une société qui apprend est de faire du développement des ressources humaines le centre du développement national. Il est dit que la portée et les dimensions de l'éducation continue de postalphabétisation sont entièrement liées à l'objectif de l'éducation fondamentale de masse et enfin à la vision d'une société qui apprend. Une telle vision ne peut être réalité que si le développement national met un accent majeur sur celui des ressources humaines qui permettra la mobilisation nécessaire des ressources, la coordination des secteurs du gouvernement et de la société et la génération de l'enthousiasme populaire. On peut adopter une démarche radicale ou progressive pour se diriger vers la stratégie des ressources humaines dans le développement national. Dans les deux cas, il convient de mettre au point un mécanisme de coordination et de soutien des éléments-clés de l'éducation fondamentale de masse incluant la postalphabétisation.相似文献
18.
Anne-Marie Bird 《Children‘s Literature in Education》2001,32(2):111-123
Drawing on John Milton's Paradise Lost and on motifs found within Gnostic mythology and the poetry of William Blake, this article explores Philip Pullman's reworking of the Judeo-Christian myth of the Fall. At the centre of this investigation is Dust: a conventional metaphor for human physicality inspired by God's judgment on humanity. This article suggests that Dust is re-presented in the trilogy in a more positive manner through the development of Milton's metaphor of the dark materials into a substance in which good and evil, and spirit and matter—conceptual opposites that form the basis of religious dualism—coexist. 相似文献
19.
Michael Poole 《Science & Education》1996,5(2):165-174
Mahner and Bunge argue that (1) science and religion are incompatible, in order to develop their thesis, that (2) a religious education ... is an obstacle to the development of a scientific mentality, and that therefore we should only teach our children (3) how science explains the existence of religion in historical, biological, psychological and sociological terms, and that (4) religious education should be kept away from public schools ... I offer brief comments on each of these strands of their argument. Religionists, to use Mahner and Bunge's term, generally come from a specific stance so I shall make it clear, from the outset, that these remarks come from a Christian standpoint, even though many of them are much more widely applicable. Although I agree with some of the observations which Mahner and Bunge make, my conclusions are generally opposite to theirs on each of the four points. 相似文献
20.
Anne Pedersen Paul Pedersen 《International journal for the advancement of counseling》1989,12(4):299-307
The Cultural Grid suggests a structure for interpreting a person's behavior in the context of culturally learned expectations. When two persons' expectations are similar, but their behaviors are dissimilar, cross cultural misunderstanding is likely to result. When their expectations are dissimilar, the result is likely to be a personal misunderstanding even though their behaviors are similar. This article introduces a framework for differentiating personal and cultural differences in the interview which is essential for appropriate multicultural counseling. The alternatives are to allow apparent and obvious cultural differences to mask underlying personal differences or to incorrectly assume that two persons who appear culturally similar are having a personal disagreement. 相似文献