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1.
This essay focuses on four themes, which are post-tenure review as a summative moment in a cycle of formative occasions, the post-tenure period as characterized by flux and change, the post-tenure period as one of crisis in intellectual growth, and peer collaboration and review of teaching as appropriate modes of faculty development. 相似文献
2.
美国大学20世纪70年代开始对获终身教职的教师进行评估,自90年代以来实施终身聘任后评审制在美国大学中日益普遍,在实施过程中均强调发展原则,在年度评审的基础上进一步评审,并采取同行评议的方式.在发展过程中,也有不同的支持和反对声音.本文从各角度介绍美国大学终身聘任后评审制. 相似文献
3.
美国大学教授协会(AAUP)与终身教职 总被引：12，自引：0，他引：12
生云龙 《清华大学教育研究》2003,24(1):76-82
本文介绍了终身教职的基本内容，美国大学教授协会(AAUP)对学术自由和终身教职原则的确立与捍卫，对教师获得终身教职后评估的政策调整等。并且指出，虽然对于终身教职的改革势在必行，但AAUP倡导的“重教师发展而非教师责任”、“教师与学校管理者通力协作”等原则是值得借鉴的。 相似文献
4.
美国高校教师体制的变迁及其现实意义 总被引：2，自引：1，他引：2
美国的高校教师体制经历了从不稳定到稳定,以及新的终身制后评审制变革三个发展阶段,呈现出发展的钟摆性。其钟摆性历史变革,揭示了高校教师职业属性的复杂性,深化了人们对激励与稳定双重要求相统一的均衡性认识。反思美国的历史变迁,借以增强人们认识的历史深邃,减少现实思考的线性浮躁。 相似文献
5.
美国高校终身教职后评估是终身教职制度改革的重要举措，是美国高等教育面对新公共管理运动与高等教育问责制的双重压力所做出的现实选择，为美国高校的卓越发展提供了有效助力。基于对美国9所一流研究型大学终身教职后评估制度的探析发现：其文本内容可概括为评估目的、主体、内容、方法、结果应用以及客体保障六个方面，呈现出政府、管理与学术三种制度逻辑相互交织的复杂图景。系统研究美国高校终身教职后评估制度的实施路径及其蕴含的逻辑可以为我国高校教师聘任制改革中聘后考核管理机制的完善提供一定的经验借鉴。 相似文献
6.
Ann L. McCann 《Assessment & Evaluation in Higher Education》2010,35(7):799-818
A case study was conducted in 2006–07 to explore how one US campus implemented a centralised e‐assessment system. The study specifically measured the extent of adoption by faculty members, identified their reasons for adoption and evaluated the impact on teaching and learning. The purposes of the system, entitled researching learning (REAL, a pseudonym), were to measure student learning, meet accountability requirements and assist the university in becoming a learning organisation. An electronic database included programme assessment plans, results and sample instruments. The system also included a peer review process to improve plans by an assessment committee of faculty and administrators. 相似文献
7.
近十多年来"后终身制评估"政策在美国大学迅速兴起,但我国对它研究还不多见.本文介绍了美国大学目前存在的五种后终身制评估模式,分析了评估政策产生的三大影响力量,提出政府力量是该政策启动的直接因素,社会力量是间接因素,而校园力量则是其内部动因.三种力量共同作用,使后终身制评估政策的启动成为一种必然. 相似文献
8.
20世纪90年代以来美国公立大学终身教职制度发展的趋势分析 总被引：2，自引：0，他引：2
20世纪90年代以来,美国公立大学非终身教职教师比例增长,而终身教职教师比例下降,兼职教师数量增长迅速。在各州高等教育投入普遍不足的背景下,各州公立大学纷纷对原有的终身教职制度进行改革,促成了终身教职制向终身教职聘后评审制的转变,这一变革对大学和教师都产生了相应的影响。 相似文献
9.
James W. Taylor 《Innovative Higher Education》1999,24(1):73-80
Although most institutions seem to have in place a formal mechanism for evaluating faculty activities annually for the purpose of merit and promotion, a post-tenure review process is relatively new. Faculty facing a post-tenure review, which calls for both a backward review of what has been accomplished over a multi-year period and a forward projection of what is planned, may not have sufficient guides to know what to include and what to omit. As a result of my exposure to the American Association for Higher Education's (AAHE) Peer Review of Teaching Project I tried to adapt one of their strategies to provide the backward and forward view for my post-tenure review. The strategy was the reflective memo; and it proved to be adaptable as a guide in the review of research, teaching, and service. I hope the process that I describe and the lessons that I learned will be helpful to others facing a similar process. 相似文献
10.
本文主要采用内容分析法,以斯坦福大学(Stanford University)、密歇根大学(the University of Michigan)、匹兹堡大学(University of Pittsburgh)和佛罗里达州立大学(Florida State University)四所学校为案例,以《教师手册》(Faculty Handbook)的文本为主要研究对象,总结了美国大学对终身教职的最新界定,分析了它们在终身教职的现行政策中所广泛采用的做法,并在此基础上结合文献调研预测了终身教职的发展趋势. 相似文献
11.
美国大学教师终身聘任制的走向 总被引：2，自引：0，他引：2
20世纪后期，美国大学长期以来实行的终身聘任制开始受到挑战，要求革除终身聘任制弊端的呼声日益强烈，终身聘任制改革势在必行。实行终身聘任后评审制，不断完善终身聘任制，建立科学合理的大学教师聘任制度成为这一改革的主要内容。 相似文献
12.
李阳琇 《江西师范大学学报(哲学社会科学版)》2009,42(6)
美国对大学教师后终身制评估的理论研究历经30年,本文将对这一研究历程进行梳理。20世纪70年代初到80年代末,后终身制评估的研究是零星的、非系统性的。进入90年代,研究队伍不断扩大,团体协会也有组织地加入进来,使理论研究更加活跃,并导致了大规模的论争,形成了针锋相对的两大阵营。新世纪以来,后终身制评估的研究更加系统和深入,出现了以学位论文为代表的理论探索。 相似文献
13.
State-Level Post-tenure Review Policies 总被引：1，自引：0，他引：1
Margaret A. Miller 《Innovative Higher Education》1999,24(1):17-24
State-level policies mandating post-tenure review in public colleges and universities have proliferated since the early nineties. A look at what Virginia's 1994 Commission on the Future of Higher Education said about tenure and post-tenure review reveals the thinking that lies behind many of the initiatives. As the commissioners said, For the general public and corporate executives, tenure is about an entrenched system that is perceived to place a much higher premium on research than on teaching, that causes the institution to be inflexible rather than flexible, and that appears to ensure employment regardless of performance. Policy makers view post-tenure review, then, as a safeguard against what they see to be the lack of accountability and performance incentives in a tenure system. This article provides an overview of the post-tenure review policies in the states, describes their features, and speculates about their future. 相似文献
14.
Mary Deane Sorcinelli 《Innovative Higher Education》1999,24(1):61-72
This article highlights a faculty development program designed to allow mid-career and senior faculty to effectively apply the capacities of technology to teaching and learning. It provides a profile of senior faculty and their work satisfactions and stresses; describes a senior teaching fellows program, TEACHnology, as one mechanism for senior faculty reviatalization; and suggests the kinds of practices that seem to best support senior faculty in terms of career development. It concludes with implications of such faculty development processes for meeting some of the challenges of post-tenure 相似文献
15.
同行评议是研究型大学教师聘任中的一个重要程序,其结论对于教师是否能够得到聘任、职称能否得到晋升具有决定性意义。在我国研究型大学教师同行评议的过程中,内部评议与外部评议、资格审查与同行评议、量化评价与同行评议是尤其需要注意的三对矛盾关系。 相似文献
16.
Post-tenure Review: National Trends, Questions and Concerns 总被引：1，自引：0，他引：1
Evaluation and development of tenured faculty, commonly referred to as post-tenure review, is one of the most controversial policy initiatives of this decade. Reaction to these policies has been mixed. The authors discuss the evolution of such policies, review current practices, describe common approaches, and summarize unifying principles that lead to successful implementation. Lingering questions regarding impact, outcomes, cost, and benefit are explored. 相似文献
17.
The tacit knowledge of university faculty might take roots deep down in their own cognition system and influence their ways of thinking and reasoning. This study aims at (1) the exploration of the characteristics of university professors’ tacit knowledge in Taiwan and (2) the disentangling of the factors underlying its development. Drawn from the data collected by qualitative observations and analyses, this study concludes: (1) In general, Taiwanese professors are of strong motives for self-fulfillment to be social elites and to pursue excellence form the backbone of the academic career. (2) The inner factors relating to faculty’s tacit knowledge include a high level of intelligence and analysis ability, the consciousness of being elite, the strong motives of constant pursuit of accomplishments, and the self-adaptation to the campus culture. (3) Its outer factors contributing to the faculty’s tacit knowledge include the peer consensus and competition pressure on campus, and the expectations of being a professional and a role model stereotyped by the society. Finally, several suggestions are provided for the cultivation of wide and open tacit knowledge so that the university faculty’s profession can be upgraded and more social responsibility can be shouldered. 相似文献
18.
In 1993, the Board of Governors of the University of North Carolina at Charlotte enacted a mandate requiring peer evaluation of teaching, including class-room observation, for non-tenured faculty. Participants involved in the AAHE Peer Review Project feared the mandate would taint efforts to introduce faculty to collegial approaches to the peer review of teaching. As reported here, negative fallout from the mandate has been balanced to some degree by the positive effects of having a required evaluation system. Departmental culture shaped peer review activities undertaken in the first year and may have ultimately overshadowed effects of the mandate on the project.Deborah M. Langsam is an Associate Professor of Biology at the University of North Carolina in Charlotte. A mycologist specializing in aquatic fungi, Langsam earned her baccalaureate degree from Brooklyn College, M.A. from the City University of New York, and her Ph.D. in botany from Duke University. She is also a winner of the NCNB Award for Teaching Excellence, serves as the UNCC campus project coordinator for the AAHE Peer Review of Teaching project, and has led numerous workshops on teaching portfolios. Philip L. Dubois is Provost and Vice Chancellor for Academic Affairs at the University of North Carolina at Charlotte. A political scientist, Dubois earned his baccalaureate degree at the University of California at Davis and his M.A. and Ph.D. degrees at the University of Wisconsin, Madison. He assumed his current position at UNCC in 1991, after having served fifteen years in faculty and administrative posts at University of California-Davis. 相似文献
19.
美国高校终身教职后评估制度的兴起、内涵及其评价 总被引：1，自引：0，他引：1
美国高校的终身教职后评估肇始于20世纪70年代,90年代后实施者渐众。根据评估的目标指向、政策的制订主体和实施的时间安排等不同的角度,终身教职后评估可分为不同的类型。尽管在实施中的落实情况不一,美国大学教授协会提出的有关终身教职后评估的实施建议为确保终身教职后评估的顺利进行不可或缺。我们认为,在目前终身教职备受质疑的背景下,终身教职后评估不失为一个有效的改进策略。 相似文献
20.
兴起于20世纪90年代的美国终身教职后评审制度是在高校问责制、终身教职受到批评和高等教育财政紧缩三大压力下的共同产物.它分为年度评审、综合评审和目标评审三种形式.在终身教职后评审已经普遍实施的情形下,需要详加思考:职后评审是积极的还是"附加的"?具有高度利益关系还是重在职业发展?谁接受评估?谁来评估? 相似文献