Faculty Liaisons: an embedded approach for enriching teaching and learning in higher education     

Afsaneh Sharif  Ashley Welsh  Jason Myers  Brian Wilson  Judy Chan  Sunah Cho 《International Journal for Academic Development》2019,24(3):260-271

This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them.  相似文献   

BEYOND DEFINITION: CENTRAL CONCEPTS FOR UNDERSTANDING LITERACY     

Judy Kalman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,64(2):523-538

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How Do Teachers Use Comics to Promote Engagement,Equity, and Diversity in Science Classrooms?     

Matuk  Camillia  Hurwich  Talia  Spiegel  Amy  Diamond  Judy 《Research in Science Education》2021,51(3):685-732

Research in Science Education - Equitable learning opportunities are critical to the goals of science education. However, major curriculum standards are vague on how to achieve equity goals, and...  相似文献   

Ideas: A system for international data exchange and access for science     

Keith G. Jeffery  Judy O. Lay 《Information processing & management》1989,25(6)

An operational prototype inhomogeneous distributed database system has been built to provide homogeneous access for researchers and managers of science policy to data on research projects held in three countries. The architecture is sufficiently general not only to accommodate additional countries and databases on research projects, but also to provide a general framework for other international collaborative projects aimed at the provision of information. The design exhibits an optimal compromise between sufficient data to satisfy a retrieval request and the minimal data for transmission to maintain the database.  相似文献   

The Future of Professional Photojournalism     

Adrian Hadland  Paul Lambert  David Campbell 《Journalism Practice》2016,10(7):820-832

The work practices of the professional photojournalist are currently undergoing rapid change in the digital era. New technologies, new platforms and new methods of visual storytelling are exerting a range of pressures and influences that require photojournalists to adapt and respond in different ways. The changes provoke a number of questions that are critical to the future of professional photojournalism: What are the new risks being faced by photojournalists? How are the transformations in the media economy affecting photojournalists’ employment? What does this mean for image quality? How do photojournalists think about the manipulation of images or the staging of events? Given the rise of citizen journalism, digital technology and social media, will there even be professional photojournalists in the future? This paper presents some of the results and new analysis from the first international study into the current state and future of professional photojournalism, with a specific focus on risk and on perceptions of risk among photographers. The results indicate a high degree of risk is experienced among professional photographers with a very strong correlation to the country in which they are based.  相似文献   

Validity evidence for the Chinese version Classroom Appraisal of Resources and Demands (CARD)          下载免费PDF全文

Juan Zhang  Chuang Wang  Richard Lambert  Chenggang Wu  Hongbo Wen 《Psychology in the schools》2017,54(9):1079-1093

The Classroom Appraisal of Resources and Demands (CARD) was designed to evaluate teacher stress based on subjective evaluations of classroom demands and resources. However, the CARD has been mostly utilized in western countries. The aim of the current study was to provide aspects of the validity of responses to a Chinese version of the CARD that considers Chinese teachers’ unique vocational conditions in the classroom. A sample of 580 Chinese elementary school teachers (510 female teachers and 70 male teachers) were asked to respond to the Chinese version of the CARD. Confirmatory factor analyses showed that the data fit the theoretical model very well (e.g., CFI: .982; NFI: .977; GFI: .968; SRMR: .028; RMSEA: .075; where CFI is comparative fit index, NFI is normed fit index, GFI is goodness of fit, SRMR is standardized root mean square residual, RMSEA is root mean square error of approximation), thus providing evidence of construct validity. Latent constructs of the Chinese version of the CARD were also found to be significantly associated with other measures that are related to teacher stress such as self‐efficacy, job satisfaction, personal habits to deal with stress, and intention to leave their current job.  相似文献   

Seeking big ideas in algebra: the evolution of a task     

Eric Hsu  Judy Kysh  Katherine Ramage  Diane Resek 《Journal of Mathematics Teacher Education》2007,10(4-6):325-332

In this paper we describe a strand of activities for teachers of mathematics that we used with two cohorts of participants in a professional development program called Revitalizing Algebra (REAL). We first discuss our goals and describe the participants, and then we describe the construction and selection of the tasks followed by teacher responses. Finally, we reflect on different iterations of the tasks, their impact on the teachers’ thinking and practice, and the role of school and department culture in the process of change.  相似文献   

Challenging teacher beliefs about student engagement in mathematics     

Janette Bobis  Jennifer Way  Judy Anderson  Andrew J. Martin 《Journal of Mathematics Teacher Education》2016,19(1):33-55

This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers’ classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs.  相似文献   

Primary Grades Teachers’ Instructional Decisions During Online Mathematics Professional Development Activities     

Drew Polly  Christie S. Martin  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2016,44(3):275-287

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Assessing Teacher Appraisals and Stress in the Classroom: Review of the Classroom Appraisal of Resources and Demands     

Christopher?J.?McCarthyEmail author  Richard?G.?Lambert  Sally?Lineback  Paul?Fitchett  Priscila?G.?Baddouh 《Educational Psychology Review》2016,28(3):577-603

Stress research increasingly emphasizes the role of appraisal in determining which events are perceived as stressful. The Classroom Appraisal of Resources and Demands (CARD) was developed to measure teachers’ appraisals of their classroom demands and resources in order to assess their risk for experiencing occupational stress. The present purposes are to review the literature identifying appraisals as a key determinant of stress, to describe the development of the CARD, and to provide meta-analytic results from 18 studies comparing CARD scores to the following variables: teacher’s job satisfaction and occupational commitment, burnout symptoms, stress prevention resources, and challenging student demands. Results suggest moderate effects for associations between the CARD and these constructs, and implications for educational policy aimed at reducing turnover and increasing teacher and student welfare are discussed.  相似文献