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1.
This brief research note addresses the issue of summer session faculty salaries. Specifically, it demonstrates that for 77 reporting institutions, only 15 indicated that they paid the standard 2/9ths, or 22.2%, of the previous academic year's salary for full-time summer session teaching. The percentages paid for full-time summer session faculty ranged from 11% to 34%, with an average rate of 17.4%. 相似文献
2.
Karen M. Watt Jeffery Huerta Ersan Alkan 《Community College Journal of Research & Practice》2013,37(10):752-760
This study examined the initial implementation process of Advancement Via Individual Determination (AVID) in a northern California community college. Focus groups of students, faculty, and administrators were conducted in the spring of 2008, as well as observations of several planning meetings in the spring and summer of 2008. The community college students enrolled in the AVID class reported that the support they received through AVID has helped them focus, become more organized, and become more motivated to continue their studies. This was so even though not all of AVID's 11 essentials were implemented on campus. In addition, challenges such as faculty buy-in and resistance to changing institutionalized practices were encountered by staff members responsible for implementing AVID. In this initial implementation, faculty and administration sought to change the culture of the college to better serve the underrepresented students in their quest to transfer to four-year institutions. This study provides a framework for other community colleges and higher education institutions to leverage the academic potential of underprepared and historically underrepresented students. 相似文献
3.
Allen D. Glenn 《Technology, Pedagogy and Education》2013,22(3):273-288
Abstract Deans and directors of education in the United States are being asked to position their schools, colleges and departments of education (SCDE) for teaching and learning in the twenty-first century. A key question related to this effort is ‘How is the unit going to utilize current and emerging technologies as an integral part of their planning for instructional and managerial problems? ’ If deans and directors are to answer this question in an innovative way, at least two things must happen. First, they must understand their role as institutional technology leaders. Second, they must engage faculty, staff, and students in the careful exploration of three critical questions: 1. How does the SCDE create and maintain a technology infrastructure to support innovative instruction and program delivery? 2. How can the SCDE prepare faculty, staff, and students to teach and learn in a connected learning environment? And, 3. How best can the SCDE deliver programs in this new environment? This article describes why deans and directors must be leaders if technology is to be a part of the renewal process, discusses the issues related to each of the three questions, and provides a series of questions for deans and directors to stimulate discussion and planning efforts 相似文献
4.
The demographic and job satisfaction characteristics of Florida community college faculty were studied in Florida's 28 community colleges. A total of 1,116 faculty responded in the fall of 1977 to an instrument developed to measure faculty characteristics and attitudes. The results showed that the Florida faculty is a satisfied faculty with over 95% reporting that they were satisfied with community college work as a career and with 72% stating that they plan to stay in the community college field until they retire. Second, it was found that faculty participation in in‐service training programs had increased significantly since 1968. In 1977‐1978, 69% of the faculty reported participation in one or more in‐service programs while the 1968 percentage was 37%. It is concluded that periodic surveys in other community colleges and states similar to this one should provide useful information for the further development and improvement of community colleges. 相似文献
5.
The financial crisis in the Canadian higher education system has led to marked growth in the use of part-time faculty, whose interests and powers are strongly differentiated from those of the full-time faculty. The reasons for the differential power and divergent interest between the two are to be understood in the context of corporatist responses to the state in crisis. Under continuing financial strigency, the university administration negotiates concessions with the collegium of full-time faculty to satisfy their corporate interests and maintain the stability of the system. Part-timers, excluded from the collegium, remain peripheral to these corporatist arrangements, their marginalization being strongly related to ideological structures that originate from and entrench the dominant power and status of the full-time faculty. 相似文献
6.
This study was conducted to determine (a) if the heads of counselor education programs agree on what functions are appropriate for support personnel assisting secondary school counselors, and (b) who should take the responsibility for their training. Questionnaire replies were received from 128 (64.0 percent) of the 200 heads of counselor education programs queried. The respondents were asked to examine a list of 17 functions and (a) indicate if they were appropriate, and (b) specify if counselors, counselor educators, or city/state directors should be responsible for training support personnel to perform each appropriate function. There was significant agreement (X2, d = .01) among them on both questions. Ten of 17 functions were considered appropriate; the counselor was perceived as having the major responsibility for training. A small segment of the sample (11.7 percent) was engaged in training support personnel. 相似文献
7.
从纵向看,中国基础教育事业需要区分教育、管理、行政、政治四者的层级,并在分层系统中给予教师、校长、局长、部长应有的尊重。从横向来看,重整教育事业的评价体系,需要还原四种被评价主体的自主性,让他们真正处于自己应有的话语体系之中,教师负责教书育人,校长负责学校管理,政府负责教育行政,国家负责意识形态。如何从深度嵌入到国家和社会之中的教育事业自身的内在本质和结构特征入手来重整分层和自主的教育评价的纵横逻辑,需要回归到"好的教育"应该指向的"美好生活"和"美好社会"两个根本的政治哲学的问题,教育评价也应当以此为自身最本质的内在质询。 相似文献
8.
中国大学推行学部制改革的原因比较复杂。国内目前有23所“985工程”大学实行学部制改革,但在创建模式、改革步骤、功能定位、实施范围与数量等方面存在差异。学部制改革对学科建设的推动作用比较明显,但也存在功能定位模糊、权责比例失衡、管理人员“两栖化”、制度保障不健全等问题。未来要加大学部改革力度,将学部定位于“加强版的学术管理枢纽”;明确大学、学部和学院的权责分工;实行真正意义的教授治学;加强学部制改革生态化的顶层设计与逻辑多元化的制度保障。 相似文献
9.
Paul L. McQuay 《Community College Journal of Research & Practice》2013,37(4):315-324
Abstract This study was designed and undertaken to ascertain the administrative models (participative versus bureaucratic) operating within the nation's public community colleges, as perceived by those charged with occupational education. The research design viewed the community college as a dichotomy of administration and faculty. Questions concerning the perceived degree of administration and faculty involvement in major educational issues were solicited from directors of occupational education. Data for the research were obtained via a questionnaire that gathered biographical and attitudinal information. The usable sample consisted of 282 colleges selected at random from a population of nearly 1,000 public community colleges. Various influence patterns of key functions (curriculum, budget, facilities, and governance) were assessed to determine the role and involvement of faculty and administration. An argument was made to suggest a participative model of administration as a viable mode of administering the public community college. The findings of the research suggested, however, that faculty and administration had different and varying roles of responsibility. The faculty were more involved in departmental and nonbudgetary matters, whereas monetary, governance, and planning issues were functions of the college administration. 相似文献
10.
Assistant professors of school psychology: A national survey of program directors and job applicants
The purpose of this study was to gain insight into the nature of academic position openings in the field of school psychology and to gather information about the characteristics sought and attributed to those individuals who were hired at the assistant professor rank. Survey methodology was used to gather information from both program directors and new assistant professor hires about the job‐search process. A total of 178 program directors in school psychology from the United States were sent surveys in the fall of 1998. One hundred twenty‐six of the program directors responded (71%). Fifty‐five (44%) program directors reported their program had an assistant professor job opening within the last 2 academic years. Of the 55 program directors that reported having job openings, five of these reported that they had two position openings in the last two academic years. Thus, data were gathered on a total of 60 job openings at 55 schools. Information about the job search process and characteristics sought in applicants, from the program directors perspective, are described. In addition, demographic data, prior teaching and research experiences, and information about the new hires' job‐search process is presented. Recommendations are provided to help graduate students, faculty advisors, and future applicants with the job‐search process. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 691–698, 2003. 相似文献
11.
Ya-Hui Lee 《Educational gerontology》2013,39(11):701-711
ABSTRACTIn Taiwan, there are service learning programs organized by older adult educational institutions that are held in high esteem. Director leadership plays a key role in the effectiveness of such institutions, and the leadership experiences of such directors in guiding service learning are worth exploring. This study conducted a qualitative approach and selected directors from eight Active Aging Learning Centers (AALCs) who achieved outstanding leadership effectiveness to take part in one-on-one and in-depth semi-structured interviews. The results indicated that: 1. Directors infused the entire service learning process with inspirational motivation by adopting through individualized consideration as a starting point. 2. When directors led the preparation process for service learning, they focused on inducing intellectual stimulation among the older adult learners, such that they felt empowered and capable of providing community services. 3. During the community service phase, directors practiced a form of leadership characterized by idealized influence to encourage, accompany, and support the elderly while they engaged in service learning. 4. The dilemma faced by directors was dissatisfaction with the leadership. Directors responded by reminding them of their original service learning intention and downplaying issues, which made the service learning group undergo a positive transformation. 5. The results of directors’ leadership had a positive effect on the community as it led to more dynamism and more people participating in community service. 相似文献
12.
高校实践教学工作体系的构建 总被引：5，自引：0，他引：5
实践教学是高校教学的重要组成部分,实践教学体系是相对完整和相对独立的体系。构建实践教学体系,对高校管理而言,一要建立新型的实践教学模式,二要加强现代教育技术在实践教学中的运用,三要加强实践教学师资队伍建设,四要加强实践基地建设,五要建立新型的实践教学考核评价体系。 相似文献
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14.
John E. Stecklein Sr. Reynold Willie 《Community College Journal of Research & Practice》2013,37(3):217-237
A six‐page questionnaire sent in 1980 to a 25% random sample of teachers in Minnesota's 18 public community colleges provides information that is compared with similar information collected in 1956 and 1968. The nature and extent of professional activities, sources of satisfaction and dissatisfaction with careers, attitudes toward collective bargaining, and some demographic variables of Minnesota community college teachers are described and compared. Minnesota community college faculty members in 1980 were generally contented, as they were in 1956 and 1968. In all periods they spent most of their time on teaching‐related activities. Although the proportion involved in consulting with schools, business, and industry has doubled in the past 12 years, faculty involvement in off‐campus services is still limited. Research and scholarly writing is not a function of most of the faculty. About three‐fourths of the respondents supported collective bargaining in 1980. The most serious source of dissatisfaction, reported by 40% of the respondents in 1980 was inadequate salary. The chief source of satisfaction reported in all three periods was the opportunity to help college‐age students learn and develop. Implications of the results for a re‐examination of community college functions are discussed. The pecking order in this state does not reflect the major contribution of this system to higher education. Working conditions, particularly in terms of load and support services are primitive. Financial rewards, the status and extra income of consulting fees are severely limited. I can no longer afford five percent salary increases and twenty percent inflation. I am currently looking for a position in private industry, which seems to have the resources education does not. (Sociology instructor) I cannot remember a profession/job that could be more personally rewarding, spiritually constructive or totally satisfying as college teaching. (English/history instructor) 相似文献
15.
Bruce Gunn 《Innovative Higher Education》1989,13(2):117-146
Faculty productivity and behavior are evaluated in this salary administration system through the use of objective and subjective performance standards. The utilization of control channels that are delineated by moral, legal and functional standards allow faculty to compete against their own records. The replacement of dog eat dog rivalry with self competition permits cooperation to be accentuated among faculty through teamwork, collaboration and group learning. The employment of control channels to monitor faculty productivity with computer technology helps toprotect academicians from coercive practices. In addition,it provides for their success through the use of standards of excellence to push them up to exemplary levels of performance over time.Dr. Gunn earned his undergraduate (B.S.) degree in mangement at West Virginia University and his master's (M.S.) and doctorate (Ph.D.) degree in Marketing and Finance at Louisiana State University. Professor Gunn has produced over 60 refereed articles and program papers in a wide variety of periodicals includingManagement Science, Journal of the Academy of Marketing Science, Journal of Marketing Education, etc. His current research interests involve developing the theories, concepts and techniques for advancing the acceptance of the Steady State Economy, the Competruistic Ideology, National Economic Planning and the use of Systems Science Methodology in raising organizational productivity. 相似文献
16.
《Higher Education Policy》2001,14(3):261-269
This study reports the findings of a survey of the perceptions of faculty and students regarding the effectiveness of the summer program at KFUPM. In this study the objective was to identify the concerns of faculty and students about the summer program and suggest possible policies for development. Information was collected using a questionnaire. Students were given 200 questionnaires to fill out and 160 were completed and returned (80% response rate). Faculty on the other hand, were given 70 questionnaires to fill out and 35 were completed and returned (50% response rate). From the study, it was concluded that the summer program should not offer courses that require a long time to develop skills. It should only be conducted as a supplementary semester to help those, unable to complete their course work successfully during the regular semesters, or improve their skill, which indirectly affect the overall completion of their degrees. The study revealed that there were some concerns about the summer program that need to be addressed by the university administration. It also highlighted the need for the introduction of relevant policy measures for the efficient operation and development of the summer program at the university. 相似文献
17.
The purposes of the study were to obtain and analyze data on the need for, and desired characteristics of, faculty in deaf education at American institutions of higher education (IHEs), and to assess the present and projected status of doctoral-level teacher preparation programs in deaf education at American IHEs. Program directors and coordinators provided information on current and projected faculty openings, the number of active doctoral students, faculty research interests, program strengths, and needs in the field. Results indicated a pending shortage due to faculty retirements and a paucity of doctoral-level graduates. Most faculty listed literacy and language as a primary research interest as well as a program strength. The ability to generate new knowledge through research was found to be less desirable for future faculty than teaching ability. Suggestions for improving doctoral preparation and moving the field to evidence-based practices are provided. 相似文献
18.
本文主要涉及美国教育行政演进过程中的几个重要阶段:学区制的建立发展;学区制的衰落及州教育行政的建立发展;联邦教育行政的建立发展;学区制的改造及地方教育行政的完善。“地方分权”制是其教育行政管理的主要特色,是促进美国教育高速发展的有力武器。但认真分析后发现,依法治教才是美国教育管理得以高效有序运作的真正法宝,是我们应借鉴学习之处。 相似文献
19.
Sarah B. Laditka Carol L. Jenkins G. Paul Eleazer Susan G. Kelsey 《Educational gerontology》2013,39(6):469-482
This study examined non-geriatrician physicians' experiences in a geriatrics-focused faculty development program, and effects of the program on their geriatrics knowledge and their teaching and practice. In-depth interviews were conducted with all physicians (n = 26) participating in the Dean's Faculty Scholars in Aging program. Most participants reported substantial gains in geriatric knowledge, and in the knowledge that older people are a distinct group with special needs. Most reported substantial changes in the way they care for older patients. Most reported incorporating notably more geriatrics content into their teaching. The program may serve as a process to address the growing need for physicians with geriatric knowledge. 相似文献
20.
Abstract The concept of organizational health in teacher education programs is conceptualized and investigated. Eleven dimensions of organizational health in academia are identified and described. In addition, the current state of affairs regarding organizational health as recognized by the faculty and administration of 12 colleges/schools of education in the United States is described. Respondents felt most positive about the dimension of loyalty and commitment; the resource utilization dimension received the most negative organizational health rating. Demographic variables of age, gender, type of appointment (administrative or faculty), academic rank, number of years at the present institution, and tenure status were examined to determine whether they influenced perceptions of organizational health in teacher education programs. Type of appointment was the most influential factor on perceptions of organizational health; administrators had significantly higher perceptions than did nonadministrators on 10 of the 11 organizational health dimensions. Age was also found to be a significant factor on more than one‐half of the dimensions, and number of years at the institution influenced perceptions of three of the health dimensions. 相似文献