The work values and motivational profiles of vocational,collegiate, nonconformist,and academic students     

Arie Reichel  Yoram Neumann  Abraham Pizam 《Research in higher education》1981,14(3):187-199

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A limited,apolitical, and open Paulo Freire     

Jacob W. Neumann 《Educational Philosophy and Theory》2016,48(6):634-644

Paulo Freire’s work is often characterized and used in terms that seek to produce widespread political and economic changes across societies. Peter Roberts, however, in his book Paulo Freire in the twenty-first Century, offers readers a much different way of approaching Freire’s work. Throughout his book, Roberts presents Freire as recognizing the limitations of educational initiatives, as not seeking specific macro-political objectives, and as emphasizing openness to alternative discourses. These themes weave throughout each chapter of the book, in which Roberts examines a wide range of topics, from Freire and Dostoevsky to reason and emotion to political correctness to Freire and the Tao Te Ching. In this review essay, I engage a number of purposes. I elucidate and trace these three themes as they weave throughout and support the various topics that Roberts examines in his book. I illustrate how Roberts’s treatment of these themes challenges many of the interpretations of Freire’s work found within the critical literature, and, through this critique, it offers readers new ways of thinking about Freire’s thinking. Lastly, I discuss how Roberts’s thoughts suggest new ways that Freire’s work, and critical education in general, might begin to make more meaningful and practical inroads into public education and might develop new avenues of scholarship on Freire’s work.  相似文献   

Task characteristics of faculty in medical school departments     

Dr. Martin P. Charns  Yoram Neumann 《Research in higher education》1979,11(2):125-135

Perceived characteristics of research, teaching, and patient care tasks of faculty members and administrators in five medical schools were found to differ significantly among departments representing different scientific and medical specialties. These differences correspond to state of development of the field and nature of the work done in the different departments. The basic science departments, which as a group represent a higher state of scientific development than the clinical departments, were more homogeneous in reported task characteristics than were the clinical departments. In light of these differences, it is argued that it is dysfunctional to apply the same set of organizational policies and practices, such as criteria for rewards and promotions, uniformly to all departments.  相似文献   

The appearance of literacy in new communicative practices: interrogating the politics of noticing     

Cathy Burnett  Guy Merchant  Michelle M. Neumann 《Cambridge Journal of Education》2020,50(2):167-183

ABSTRACT

This conceptual article examines how ready-made assumptions about literacy both frame and limit understandings of new communicative practices in educational contexts. Proposing a tripartite heuristic that interrogates the appearance of literacy in terms of emergence, semblance and performance, it uses stories from a study of touchscreen tablets in one early years setting to illustrate the social-material arrangements associated with moments when tablets became texts to be looked at, shared or made. The authors argue that a sociomaterial sensibility can not only sensitise researchers to new communicative practices, but also to the ways in which sociomaterial arrangements help to construct habits of noticing often active in accounts of literacy practice and research. It is their contention that exploring the relations between emergence, semblance and performance is particularly valuable at a time when conceptualisations of literacy are being challenged in response to diversifying communicative practices.  相似文献   

THE CLASS‐SIZE EFFECT UPON ACTIVITY AND COGNITIVE DIMENSIONS OF LESSONS IN HIGHER EDUCATION     

Sophia Mahler  Lily Neumann  Pinchas Tamir 《Assessment & Evaluation in Higher Education》1986,11(1):43-59

This study examines the effects of class size upon the verbal interactions and the cognitive level of medical instruction. The major findings of this study indicate that: (a) the percentage of the teacher's verbal activities increases with the group size; (b) the shortest teacher‐lectures are given in medium‐size classes; (c) the longest student‐answers and student initiations are observed in medium‐size classes; (d) the maximal diversity of verbal interactions is found in medium groups, while the minimal is found in large groups; (e) the percentage of interactions at the lowest cognitive level (knowledge) increases with class size; (f) longer interactions are observed in large classes at the knowledge level, and in smaller classes at the analysis and evaluation levels; (g) the minimal cognitive diversity is found in large groups; (h) both activity and cognitive total scores decrease as the class size increases. The implications of these findings are discussed.  相似文献   

Equity theory and students' commitment to their college     

Yoram Neumann  Lily Neumann 《Research in higher education》1984,20(3):269-280

The present study tested the power of equity measures to predict students' commitment to college. Different patterns of results were observed across three academic disciplines (physics, economics, and political science), which are characterized by different levels of environmental uncertainty. Equity was found to be a more relevant predictor of students' behavior and attitudes in fields with a high level of paradigm development. In political science, the major predictor of students' commitment was the comparison of one's group with another. The dominant independent variable in economics was the comparison within the membership group, while in physics the main predictor was the internal standard. The policy implications of these findings are discussed.  相似文献   

Predicting faculty success in university graduate departments     

Dr. Yoram Neumann 《Research in higher education》1977,6(3):275-287

This study tests a model of predicting faculty success in the different fields of chemistry, physics, sociology, and political science. The main hypotheses tested and confirmed are:

1. In a field with a low technological development, professional age is more important in predicting faculty success than in a field with a high technological development.
2. In a field with a high technological development, articles are more important in predicting faculty success than in a field with a low technological development.
3. In a field with a low technological development, books are more important in predicting faculty success than in a field with a high technological development.

These hypotheses are tested separately for the tenured and the nontenured faculty groups. The policy implications of this model in regard to the management of graduate departments have been discussed and explored.  相似文献   

Determinants of students' satisfaction with course work: An international comparison between two universities   总被引：2，自引：0，他引：2  

Yoram Neumann  Lily Neumann 《Research in higher education》1981,14(4):321-333

The present study attempts to develop a scale of students' general satisfaction with college instruction, to empirically assess the dimensions behind the scale, and to examine four predictors (sex, major, school year, and academic performance) which may affect the various factors of student's satisfaction with instruction. The study was conducted in two universities, one in Israel and one in the United States. The findings of this study indicate that the concept of students' satisfaction is composed of four factors and that each of these factors is best predicted by a different combination of the independent variables. However, academic performance is a dominant predictor of all four factors. The pattern of the findings is similar for both countries.The policy implications of these findings for university decision making and institutional research are discussed and elaborated.  相似文献   

EXAMINATION OF ALTERNATIVE MODELS OF STUDENTS’ ASSESSMENT OF THEIR COLLEGE: DIFFERENCES BETWEEN HARD AND SOFT SCIENCES     

Yoram Neumann  Edith Finaly‐Neumann 《Assessment & Evaluation in Higher Education》1989,14(1):11-19

This study examines the relationship between the discriminable components of quality of learning experiences (that is, resources, content, learning flexibility, student‐faculty contact, and involvement) and students’ summative assessment of their college. The relative explanatory powers of three alternative combinatory models — the compensatory (linear‐additive), conjunctive, and disjunctive — are tested for. undergraduate students from hard and soft sciences. The conjunctive model provides the maximal predictability for hard sciences whereas all three models have the same explanatory powers in soft sciences. In addition, the five quality of learning experience components explain a higher portion of the variation of assessment in hard sciences than in soft sciences. Finally, the two dominant predictors of assessment in hard sciences are flexibility and involvement while the best determinants of assessment in soft sciences are flexibility and student‐faculty contact. The implications of these findings are discussed.  相似文献   

Predictors of funding in academic fields     

Yoram Neumann 《Research in higher education》1978,9(2):115-122

This study assesses the relative salience of various predictors of funding in different academic fields. Predictors of funding include the various dimensions of past research performance: articles, articles in leading journals and books. Articles predict quite accurately funding decisions in chemistry (r=0.58; p<.001). Books, on the other hand, are not the dominant predictor of funding in either the social or physical sciences. The implications of these findings for higher education are discussed and elaborated.  相似文献