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The present article takes up a paradox: that teachers' involvement in ambitious innovation or large-scale reform may supply rich opportunities for professional growth while also introducing the seeds of longer-term career disappointment. Case study investigations of reforming high schools in the US from 1991 to 2001 illuminate the relationship of teachers' participation in secondary school reform to their teaching commitment and career trajectories. Two of the three successive studies produced a dominant pattern of initial enthusiasm followed by growing disappointment. We draw on the combined data to examine teachers' propensity to remain engaged with innovation or reform, and the ways in which sustained involvement strengthens or weakens teachers' career commitment and satisfaction. 相似文献
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Lora Bartlett 《教育政策杂志》2013,28(5):565-582
This paper illuminates the tensions between the rhetoric and presumed rewards of an expanded conception of teachers' work and the work demands and strains introduced by such a conception. Based on data collected in the United States, this paper draws on multi‐day, 24‐hour time and task diaries recorded by case‐study teachers, together with ethnographic interviews and observations, to illuminate the disjuncture between reform rhetoric and workplace demands. I use these data to assess the usefulness of existing theories of overwork as they may apply to teachers and teaching. This paper suggests that teacher overwork is, in part, a result of the expansion of teacher work roles. The argument unfolds in three parts. First, teachers' work roles have been expanded but structural supports for the expansion have been uneven. Second, the nature and extent of organizational support influences teacher experience of role expansion and, finally, teachers who embrace the expanded role conception strive to sustain it even in the absence of organizational supports. This results in overwork: here overwork is taken to mean working beyond the contractual day, week and year. Teachers' contracts specify their working day; when they work beyond this time without pay, then they are overworking. Current explanations of overwork do not adequately account for the case of teachers' overwork. 相似文献
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This study investigated the effect of instruction with a cognitive tutoring software system in a remedial algebra course. The performance on algebra tasks of students who attended the experimental (cognitive tutor) and a control class was compared. The results indicated that the two groups of students were equally proficient with respect to algebraic manipulation skills. However, students who attended the experimental algebra section performed significantly better in problem solving than students in the control section. This finding suggested that the use of the cognitive tutor (a) improved students' problem‐solving abilities; (b) fostered student development of richer concepts of variable and function; and (c) improved students' procedural abilities in approaching and carrying through mathematical analyses of relatively complex situations. 相似文献
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To better understand the factors related to teachers' decisions to leave for jobs outside of education, the study employs a structural equation modeling approach to analyze data from two large national datasets from the National Center for Education Statistics. The focus on occupation switchers is unique, with most studies of teacher attrition failing to differentiate between teachers who leave by their reasons for doing so. Overall, our findings suggest that district- and school-level leaders concerned about keeping good teachers in the classroom can take steps to improve teachers' job satisfaction by enhancing salaries and the conditions in which teachers work. Forced to choose between these levers, administrators may be more successful in boosting satisfaction and reducing the rate by which teachers quit to take a job outside of education by focusing their efforts on improving working conditions. 相似文献
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Lora Duki? Ana-Maria ?imundi? 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(2):281-292
Introduction:
The aim of this survey study was to assess the current practices and policies in use related to the various steps in the blood gas testing process, across hospital laboratories in Croatia.Materials and methods:
First questionnaire was sent by email to all medical biochemistry laboratories (N = 104) within general, specialized and clinical hospitals and university hospital centres to identify laboratories which perform blood gas analysis. Second questionnaire with detailed questions about sample collection, analysis and quality control procedures, was sent only to 47 laboratories identified by the first survey. Questionnaire was designed as combination of questions and statements with Likert scale. Third questionnaire was sent to all participating laboratories (N=47) for additional clarification for either indeterminate or unclear answers.Results:
Blood gas analysis is performed in 47/104 hospital laboratories in Croatia. In 25/41 (0.61) of the laboratories capillary blood gas sampling is the preferred sample type for adult patient population, whereas arterial blood sample is preferentially used in only 5/44 laboratories (0.11). Blood sampling and sample processing for capillary samples is done almost always by laboratory technicians (36/41 and 37/44, respectively), whereas arterial blood sampling is almost always done by the physician (24/29) and only rarely by a nurse (5/28). Sample acceptance criteria and sample analysis are in accordance with international recommendations for majority of laboratories. 43/44 laboratories participate in the national EQA program. POCT analyzers are installed outside of the laboratory in 20/47 (0.43) institutions. Laboratory staff is responsible for education and training of ward personnel, quality control and instrument maintenance in only 12/22, 11/20 and 9/20 institutions, respectively.Conclusions:
Practices related to collection and analysis for blood gases in Croatia are not standardised and vary substantially between laboratories. POCT analyzers are not under the direct supervision by laboratory personnel in a large proportion of surveyed institutions. Collective efforts should be made to harmonize and improve policies and procedures related to blood gas testing in Croatian laboratories. 相似文献17.
Lora B. Bailey 《Early Childhood Education Journal》2010,38(2):123-132
This 3 year longitudinal study reports the feasibility of an Improving Teacher Quality: No Child Left Behind project for impacting teachers’ content and pedagogical knowledge in mathematics in nine Title I elementary schools in the
southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based teacher
training on these aspects of teacher quality. Content knowledge for the scope of this research study refers to the knowledge
that teachers have about subject matter. Teacher quality is directly related to teachers’ “highly qualified” status, as defined
by the No Child Left Behind mandate. According to this mandate, every classroom should have a teacher qualified to teach in
his subject area and be able to “raise the percentage of students who are proficient in reading and math, and in narrowing
the test-score gap between advantaged and disadvantaged students.” Participants were six second grade and seven third grade
teachers of mathematics from nine schools within one failing school district. The implementation of standards-based methods
in the nine Title I Schools increased teacher quality in elementary school mathematics. In fact, qualitative and quantitative
data revealed significant gains in teachers’ mathematics content and pedagogical knowledge at both grade levels. 相似文献
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An argument can be made that libraries are businesses, with users as their customers. Given the increasing scarcity of funding and pressure for proving value, academic libraries could benefit from leveraging certain business practices to increase user satisfaction. Creating a comprehensive strategy for building long-term user relationships can solidify support for libraries by engaging with all stakeholders to improve their library experiences. The Customer Relationship Management philosophy described here provides an opportunity for institutions to show their total value to all users and stakeholders and in doing so, improve the business of academic libraries. 相似文献
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