The Practice and Ally McBeal: A New Image for Women Lawyers on Television?     

Joan Gershen Marek 《Journal of American culture (Malden, Mass. : 2003)》1999,22(1):77-84

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Occupational Well-being Among University Faculty: A Job Demands-Resources Model     

Jiri Mudrak  Katerina Zabrodska  Petr Kveton  Martin Jelinek  Marek Blatny  Iva Solcova  Katerina Machovcova 《Research in higher education》2018,59(3):325-348

The effects of changing academic environments on faculty well-being have attracted considerable research attention. However, few studies have examined the multifaceted relationships between the academic work environment and the multiple dimensions of faculty well-being using a comprehensive theoretical framework. To address this gap, this study implemented the Job Demands-Resources (JDR) model to investigate how job demands/resources in the academic environment interact with multiple dimensions of faculty well-being. The study participants were 1389 full-time faculty members employed in public universities in the Czech Republic. The participants completed a questionnaire assessing perceived job resources (influence over work, support from supervisor and colleagues), job demands (quantitative demands, work-family conflicts and job insecurity) and three dimensions of faculty well-being (job satisfaction, stress and work engagement). A structural equation model was used to test the effects of “dual processes” hypothesized by the JDR theory, i.e., the existence of two relatively independent paths between job demands/resources and positive/negative aspects of faculty well-being. The model showed a very good fit to our data and explained 60% of the variance in faculty job satisfaction, 46%, in stress and 20% in work engagement. The results provide evidence for the dual processes, including the “motivational process” (i.e., job resources were related predominantly to work engagement and job satisfaction) and the “health impairment process” (i.e., job demands were predominantly associated with stress, mostly through work-family conflict). The study expands current research on faculty well-being by demonstrating the complex, non-linear relationships between academic work environments and different dimensions of faculty well-being.  相似文献   

Decent work in Poland: a preliminary study. Suggestions for educational and counselling practice     

Drabik-Podgórna  Violetta  Podgórny  Marek 《International Journal for Educational and Vocational Guidance》2022,22(3):759-784

International Journal for Educational and Vocational Guidance - Work and its meanings have often been and still are objects of scholarly research. In the context of global crises, increasing...  相似文献   

Teachers' understanding and the use of the learning cycle     

Edmund A. Marek  Carol Eubanks  Thomas H. Gallaher 《科学教学研究杂志》1990,27(9):821-834

This study examined the relationships that exist between high school science teachers' understanding of the Piagetian developmental model of intelligence, its inherent teaching procedure—the learning cycle—and classroom teaching practices. The teachers observed in this study had expressed dissatisfaction with the teaching methods they used, and, subsequently, attended a National Science Foundation sponsored in-service program designed to examine laboratory-centered science curricula and the educational and scientific theories upon which the curricula were based. The teachers who exhibited a sound understanding of the Piagetian model of intelligence and the learning cycle were more likely to effectively implement learning cycle curricula. They were able to successfully integrate their students' laboratory experiences with class discussions to construct science concepts. The teachers who exhibited misunderstandings of the Piagetian developmental model of intelligence and the learning cycle also engaged their students in laboratory activities, but these activities were weakly related to learning cycles. For example, the data gathered by their students were typically not used in class discussions to construct science concepts. Therefore, these teachers apparently did not discern the necessity of using the data and experiences from laboratory activities as the impetus for science concept attainment. Additional results comparing degrees of understanding, teaching behaviors and questioning strategies are discussed.  相似文献   

Teachers’ professional development through university–school partnerships: theoretical standpoints and evidence from two pilot studies in Chile     

Valeska Grau  Elisa Calcagni  David D. Preiss  Dominga Ortiz 《Cambridge Journal of Education》2017,47(1):19-36

This paper presents a teacher professional development programme, based on a university–schools partnership and a collective reflection model, addressing the needs of in-service teacher education in Chile. First, the main challenges faced by both teachers and teacher education in Chile are summarised. Then, the foundations of this model are presented. Finally, an illustration of the model is provided by presenting two pilot studies implemented in Chile. A qualitative analysis of interviews showed that the programme was successful in promoting teacher reflection, leading to reported changes in their practices. Finally, the advantages and the challenges arising from this study, and the educational possibilities of this model of professional development, are discussed.  相似文献   

Aggregating different paper quality measures with a generalized h-index     

Marek Gagolewski  Radko Mesiar 《Journal of Informetrics》2012,6(4):566-579

The process of assessing individual authors should rely upon a proper aggregation of reliable and valid papers’ quality metrics. Citations are merely one possible way to measure appreciation of publications. In this study we propose some new, SJR- and SNIP-based indicators, which not only take into account the broadly conceived popularity of a paper (manifested by the number of citations), but also other factors like its potential, or the quality of papers that cite a given publication. We explore the relation and correlation between different metrics and study how they affect the values of a real-valued generalized h-index calculated for 11 prominent scientometricians. We note that the h-index is a very unstable impact function, highly sensitive for applying input elements’ scaling. Our analysis is not only of theoretical significance: data scaling is often performed to normalize citations across disciplines. Uncontrolled application of this operation may lead to unfair and biased (toward some groups) decisions. This puts the validity of authors assessment and ranking using the h-index into question. Obviously, a good impact function to be used in practice should not be as much sensitive to changing input data as the analyzed one.  相似文献   

All that glitters is not gold—Mixed early labour market outcomes of STEM graduates in Poland     

Tomasz Z. Zając  Tomasz Żółtak  Marek Bożykowski  Mikołaj Jasiński 《European Journal of Education》2023,58(3):477-497

The expansion of higher education resulted in a growing interest in post-graduation labour market outcomes. Two conflicting narratives are present in the debate. The first focuses on the shortage of skills and the need for further expansion of the sector and seems to pertain mostly to science, technology, engineering, and mathematics (STEM). The second revolves around over-education and mismatch leading to graduate unemployment or underemployment. Such concerns pertain especially to humanities and social sciences. However, in this article, we argue that the STEM versus non-STEM opposition on which this debate is premised is not adequate for analysing post-graduation labour market outcomes. We leverage a unique administrative dataset comprising monthly records on the labour market status of the entire population of recent Polish university graduates (N = 161,323) to demonstrate the heterogeneity of the STEM category in terms of labour market outcomes and the limited predictive value of the field of study for those outcomes. We argue that the category is too broad and internally diverse to be used as an overarching category, especially in research meant to inform policymaking.  相似文献