“There is a fine line between one’s personal life and professional one”: handling employee sexual harassment on facebook from the victim’s perspective     

Jennifer A. Scarduzio  Shawna Malvini Redden  Jennifer Fletcher  Karis Wilson 《Qualitative Research Reports in Communication》2019,20(1):42-49

Sexual harassment is an interdisciplinary topic in organizational research that has received increased attention with the rise of the #MeToo movement. The online environment has complicated the experiences of employees who are sexually harassed by a coworker. One particular medium where online sexual harassment occurs is on social networking sites (SNS), such as Facebook. This research report examined how victims of sexual harassment believe organizations should handle online sexual harassment. We qualitatively coded 153 responses to the question, “What else do you think employers could do to handle sexual harassment on Facebook?” Our findings demonstrated a clear tension between whether harassment on Facebook is a private concern of the employee or a public concern of the employer/organization. Some victims advocating keeping work friends off of Facebook, while others suggesting having open door policies, conversations, and/or trainings. The difference in these approaches illuminates how the victims grappled with the public/private tension, and whether the organization should be made aware of their situations or if victims should handle it themselves. Implications of this research suggest that the blurred boundaries between employee face-to-face and online sexual harassment should continue to be explored, including why victims report harassment and to whom they report it.  相似文献   

Creating and Sharing Online Library Instruction: A How-to-do-it Manual for Librarians     

Julie M. Porterfield 《Public Services Quarterly》2018,14(1):57-58

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Holistic academic development: Is it time to think more broadly about the academic development project?     

Kathryn A. Sutherland 《International Journal for Academic Development》2018,23(4):261-273

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Mastery motivation,parenting, and school achievement among Hungarian adolescents     

Józsa  Krisztián  Kis  Noémi  Barrett  Karen Caplovitz 《European Journal of Psychology of Education - EJPE》2019,34(2):317-339

European Journal of Psychology of Education - Children’s motivation to master challenging tasks is an important predictor of school success, and yet, such motivation declines during...  相似文献   

Tracking Tenure by U-Haul     

John M. Gist 《Academic Questions》2014,27(3):262-272

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Exploring Curricular Transformation to Promote Innovation and Entrepreneurship: An Institutional Case Study     

Kevin R. McClure 《Innovative Higher Education》2015,40(5):429-442

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Education for the Disabled in the Republic of Kyrgyzstan     

K.A. Cherevyk 《Russian Education & Society》2016,58(12):779-788

This article analyzes the situation surrounding the education of the disabled in Kyrgyzstan. We provide a detailed discussion of the national legal and regulatory framework that guarantees the rights of persons with disabilities to education. We describe the actual situation in the country concerning access to education for this section of the population as well as other factors that impact it.  相似文献   

What Discourages Students from Engaging with Innovative Instructional Methods: Creating a Barrier Framework     

Donna E. Ellis 《Innovative Higher Education》2015,40(2):111-125

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THE CONTRIBUTION OF SCHOOL COUNSELORS’ SELF‐EFFICACY TO THEIR PROGRAMMATIC SERVICE DELIVERY     

Patrick R. Mullen  Glenn W. Lambie 《Psychology in the schools》2016,53(3):306-320

Self‐efficacy pertains to individuals’ belief about their capability to accomplish a task; consequently, school counselors’ positive self‐efficacy is a theoretically based prerequisite for their facilitation of school‐based interventions. In addition, school counselor‐led interventions and comprehensive, developmenta l guidance programs benefit students’ personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors’ (N = 693) self‐efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants’ self‐efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed.  相似文献   

Daily report cards as a school‐based intervention for children with attention‐deficit/hyperactivity disorder     

Darren A. Moore  Sarah Whittaker  Tamsin J Ford 《Support for Learning》2016,31(1):71-83

This paper describes daily report cards and the evidence relating to their use in schools for children with attention‐deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre‐determined targets and parents subsequently providing reinforcement at home for positive reports. Research suggests that the daily report card has been effective in treating a range of ADHD symptoms and improving school outcomes, including academic achievement in some cases. The daily report card also encourages collaboration between teachers and parents, and evidence suggests that the intervention benefits from the inclusion of reinforcement at home. Daily report cards are easy to implement and research finds that teachers consider them an acceptable intervention for ADHD. This paper also considers challenges in using daily report cards, including barriers to their use over the long‐term and the risk of stigma for children with a report card. Ideas to address these issues are suggested.  相似文献