Telling it How it is: Accounts of Academic Life   总被引：1，自引：0，他引：1  

Loraine Blaxter  Christina Hughes  & Malcomn Tight 《Higher Education Quarterly》1998,52(3):300-315

Several kinds of account of what academic life is like are available. This article reviews three of these – academic novels, the professional media and 'how to' guides produced for academics – and makes some comparisons with the picture presented by academic research on higher education. These genres convey multiple, partial, diverse and competing accounts. Understanding their messages is interesting, useful and important to those interested in academic life.  相似文献   

Theory of Mind, Emotion Understanding, Language, and Family Background: Individual Differences and Interrelations   总被引：16，自引：0，他引：16  

Alexandra L. Cutting  & Judy Dunn 《Child development》1999,70(4):853-865

Individual differences in young children's social cognition were examined in 128 urban preschoolers from a wide range of backgrounds. comprehensive assessments were made of children's false-belief understanding, emotion understanding, language abilities, and family background information was collected via parent interview. Individual differences in children's understanding of false-belief and emotion were associated with differences in language ability and with certain aspects of family background, in particular, parental occupational class and mothers' education. The number of siblings that children had did not relate to their social cognition. Individual differences in false-belief and emotion understanding were correlated, but these domains did not contribute to each other independently of age, language ability, and family background. In fact, variance in family background only contributed uniquely to false-belief understanding. The results suggest that family background has a significant impact on the development of theory of mind. The findings also suggest that understanding of false-belief and understanding of emotion may be distinct aspects of social cognition in young children.  相似文献   

The theoretical rationale underlying the development of the school anxiety questionnaire,     

James A. Dunn 《Psychology in the schools》1968,5(3):204-210

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“You Won't Believe What They Said in Class Today”: Professors’ Reflections on Student Resistance in Multicultural Education Courses     

Alyssa Hadley Dunn  Erica K. Dotson  Jillian C. Ford  Mari Ann Roberts 《Multicultural Perspectives》2014,16(2):93-98

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Continuities in Emotion Understanding from Three to Six Years   总被引：12，自引：0，他引：12  

Jane R. Brown  Judy Dunn 《Child development》1996,67(3):789-802

As part of a longitudinal study, 47 children who were tested on their understanding of basic emotions when they were 3 years old were tested again at 6 on their understanding of conflicting emotions. Significant stability in individual differences was found over this 3-year period. Antecedents to emotion understanding at 3 continued to be significantly related to children's understanding at 6, including participation in discourse about causality, positive interaction with older siblings, and language ability. Girls outperformed boys, and there was a suggestion that the girls' understanding of emotions was more closely associated than the boys' with the quality of their sibling relationships. Children's concurrent reports of negative experiences at home and at school were related to their sensitivity to the experience of ambivalent emotions. The results are discussed with respect to the social origins and implications of this core aspect of children's social-cognitive development.  相似文献   

Muslim students’ cultural and religious experiences in city,suburban and regional university campuses in NSW,Australia     

Adam Possamai  Kevin Dunn  Peter Hopkins  Lisa Worthington  Faroque Amin 《Journal of Higher Education Policy & Management》2016,38(6):637-648

Although there has been much research about the growing ethnic and religious diversity on university campuses across the world, relatively little is known about the religious and cultural experiences of Muslim students on university campuses in Australia. We draw upon an analysis of a questionnaire that was completed by 323 Muslim students who were studying at universities in the state of New South Wales, Australia. While we argue that these places are post-secular, we discovered that city campuses tend to be more secular than regional and suburban ones.  相似文献   

How might we better design support for postdocs?     

Lynn McAlpine  Natacha Wilson  Gill Turner  Sharon Saunders  Bill Dunn 《International Journal for Academic Development》2017,22(4):375-379

Abstract

Internationally, career prospects for postdocs, whether salaried on a Principal Investigator’s (PI) grant or a fellowship, are precarious. Yet, many aspire to permanent research-teaching positions, and to achieve this goal they often strive to gain PI funding to demonstrate their research potential. Like many developers in research-intensive universities, we are responsible for supporting postdocs. Yet, it was unclear what actual support they needed. Further, studies show postdocs seldom access formal institutional support. Thus, we undertook a needs assessment. We describe here our substantive learning about supporting aspiring and new PIs, and then reflect more generally on the value of needs assessments in academic development practice.  相似文献   

The university president as pragmatist: An investigation of priorities   总被引：1，自引：0，他引：1  

Delmer D. Dunn  Frank K. Gibson  Joseph W. Whorton 《Research in higher education》1985,23(1):96-106

Presidents of leading American universities were surveyed to determine the priority they place upon university programs of research, instruction, and service. The study examines the priorities they place upon methods of delivering university service programs to various constituent groups and the varying priority that the presidents place upon business and professional groups; general public groups; state or local government officials; federal government officials; labor groups; and agriculture groups. The study also compares the priorities of private, public non-land-grant, and public land grant university presidents on these items. Highest priority was given to research, followed by instruction and service. The rating for research was six times higher than for service. The service priority was further analyzed to reveal a client orientation by presidents linked to the basis of university support.  相似文献   

Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers     

George K. Georgiou  Robert Savage  Kristy Dunn  Peter Bowers  Rauno Parrila 《Journal of Research in Reading》2021,44(1):131-153

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Staff Attitudes Regarding Permanent Expulsionary Punishment (PEP) from Australian Government Schools: Comparing Queensland with Other Jurisdictions     

Higgins  Brian  Carey  Michael  Dunn  Peter 《Interchange》2021,52(4):479-499

This mixed-methods study considers ‘permanent expulsionary punishments’ (PEP) from government schooling. Analysis considers the literature, available PEP data from two jurisdictions, and attitudinal data from Australian staff, in considering the contribution of policy, agency, and discourse (PAD) to the causes of PEP. It compares attitudes in a Queensland sample with those in other Australian jurisdictions. Across Queensland schools, 2007–2014, rates for the two categories of PEP almost doubled and more than quadrupled. This contrasts with neighbouring state, New South Wales (NSW), where the rate of PEP remained constant. PEP may disproportionately impact equity groups, already vulnerable to poor academic, and therefore social mobility, outcomes: especially those of First Nation Heritage (FNH). Thus, pre-identified gaps in educational outcomes for FNH children are stretched, despite this purportedly being a national education and social justice priority. The findings are that discernible differences exist between participants from Queensland, and other jurisdictions. However, despite these differences, responses overall were polarised reasonably uniformly across jurisdictions. Most participants attributed influence onto both family and child with fewer attributions onto schooling systems or PEP itself. Other considered factors which might influence attitudes include cohort differences like gender, age and experience.

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