Dimensions of faculty members' sensitivity to job satisfaction items     

Dr. Hubert S. Feild  William F. Giles 《Research in higher education》1977,6(3):193-199

Researchers have suggested that questionnaire item sensitivity may be a possible source of response bias in investigations using mail surveys. In conducting job satisfaction studies of faculty members in higher education, investigators have assumed that job satisfaction items are not highly sensitive to faculty members and do not vary in their degree of sensitivity. The purpose of the present research was to assess the degree of sensitivity of various job satisfaction items to faculty members and to identify dimensions of faculty members' sensitivity to these items. Results from a questionnaire returned from 354 faculty members at a large university showed that their sensitivity to job satisfaction items centered primarily in three areas: (1) concern with extrinsic job factors, (2) concern with department head actions, and (3) concern with promotion and salary. On the whole, item sensitivity appeared to be rather low. Implications and suggestions for future research are discussed.  相似文献   

Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills     

Erik G. Willcutt  Rebecca S. Betjemann  Sally J. Wadsworth  Stefan Samuelsson  Robin Corley  John C. DeFries  Brian Byrne  Bruce F. Pennington  Richard K. Olson 《Reading and writing》2007,20(1-2):103-125

Numerous studies have examined the etiology of the association between reading difficulties and attention-deficit hyperactivity disorder (ADHD) in school-age children, but little is known about the relation between prereading skills and ADHD behaviors prior to the beginning of formal reading instruction. A population-based sample of 809 pairs of preschool twins completed an extensive battery of prereading measures, and the parent of each twin completed an ADHD rating scale. Phenotypic analyses revealed small but significant correlations between DSM-IV inattention ratings and six prereading composite measures, whereas hyperactivity–impulsivity symptoms were not independently associated with any of the prereading scores. Multivariate twin analyses indicated that virtually all of the phenotypic correlation between inattention and prereading performance is attributable to common genetic influences, consistent with results obtained in studies of older twins. Although additional research is needed to test alternative causal models in children younger than five years old, these results are most consistent with the hypothesis that reading difficulties and inattention symptoms are attributable to common genetic influences.  相似文献   

What is Valuable and Unique about the Educational Psychologist?     

Rebecca Ashton  Elizabeth Roberts 《Educational Psychology in Practice》2006,22(2):111-123

This paper describes a small‐scale piece of research identifying which aspects of the EP role are considered valuable by SENCos and by EPs themselves. In addition, both groups were asked to identify whether they felt these aspects were uniquely offered by EPs or whether other professionals offered similar or identical services. The differences between responses from SENCos and from EPs were marked, with SENCos valuing ‘traditional’ EP roles while EPs themselves saw a much wider range of services as valuable to schools. Implications for the EP team in addressing these conflicting perspectives are discussed.  相似文献   

Precision teaching: does training by educational psychologist have an impact?     

Rebecca Sundhu  Michelle Kittles 《Educational Psychology in Practice》2016,32(1):13-23

This study looked at the impact of a precision teaching training programme which was delivered by the authors to primary school staff at a range of training settings. A questionnaire was used to gather information and data were interpreted using thematic analysis. Following training, a questionnaire was sent to all the primary schools that had attended. Of the schools that returned the questionnaires all schools were using precision teaching three to five times a week. Precision teaching was being used to measure progress with a variety of key skills. The impact of the precision teaching training programme is discussed in terms of facilitating factors and barriers to implementation. Implications for future research are also considered.  相似文献   

‘But I’ve been teaching for 20 years…’: encouraging teaching accreditation for experienced staff working in higher education     

Lucy Spowart  Rebecca Turner  Deborah Shenton  Pauline Kneale 《International Journal for Academic Development》2016,21(3):206-218

The status of teaching and learning is an issue those providing and supporting higher education grapple with. The UK Higher Education Academy offers accreditation aligned to the professional standards framework (PSF). The PSF contextualises the role of teaching and supporting learning, and offers a mechanism for individuals’ commitment to be recognised. Here, we present a case-study of 19 established academics who reflected on their experiences of gaining recognition through their university’s accreditation scheme. Respondents prioritised institutional structures and outcomes such as student recruitment, job security, and status as drivers for engagement. Institutional leadership was significant in driving the accreditation agenda.  相似文献   

Educational psychologists’ responses to a post-16 service user film on their practice: a participatory research project     

Pandora Giles  Janet Rowley 《Educational Psychology in Practice》2020,36(1):78-92

ABSTRACT

A film was made by a group of young people (YP) which aimed to inform educational psychologists (EPs) about how they would like EPs to work with them. A participatory research project was established with the YP which aimed to establish, through two focus groups, EPs’ views on the film. EPs responded positively to the film; they valued hearing from YP and expressed feelings including both pride and guilt. Interest was shown in plans for the distribution of the film, and critical reflections were made on the representativeness of the film. Findings are discussed in relation to the current context of gaining the voice of children and young people (CYP) and on improving services through service user feedback. The authors reflect on the strengths and limitations of using a participatory approach, considering challenges regarding methodological rigour and the opportunity that research poses for widening participation.  相似文献   

Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations     

Maciel M. Hernández  Nancy Eisenberg  Carlos Valiente  Tracy L. Spinrad  Sarah K. Johns  Rebecca H. Berger 《Early education and development》2018,29(7):914-938

ABSTRACT

This study evaluated the association between children’s (N = 301) self-regulation and math and reading achievement in kindergarten, 1st grade, and 2nd grade. Children’s self-regulation was assessed using the Head–Toes–Knees–Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, 1st grade, and 2nd grade. Research Findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control–based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice or Policy: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation.  相似文献   

Stitching texts: gender and geography in Frankenstein and Patchwork Girl     

Teresa Dobson  Rebecca Luce‐Kapler 《Changing English: An International Journal of English Teaching》2005,12(2):265-277

This paper considers how two related texts—one in print and one in hypertext—are locations for adolescents to undertake the work of ‘literary anthropology’ in considering questions of gender and subjectivity. The first text is Mary Shelley's Frankenstein, which invites readers to grapple with questions of how adolescents negotiate relations with their parents and others, of how masculinity and femininity are produced and construed, and of how cultural mores inform both processes. The second is Shelley Jackson's Patchwork Girl, a hypertext novel that parodies the former. Both texts offer a multilayered reading experience for adolescents juxtaposing print and digital technologies, themes of boundary and displacement, and issues of identity and sexuality.  相似文献   

Adaptability,engagement and academic achievement at university     

Rebecca J. Collie  Andrew J. Martin 《教育心理学》2017,37(5):632-647

University entry is a time of great change for students. The extent to which students are able to effectively navigate such change likely has an impact on their success in university. In the current study, we examined this by way of adaptability, the extent to which students’ adaptability is associated with their behavioural engagement at university, and the extent to which both are associated with subsequent academic achievement. A conceptual model reflecting this pattern of predicted relations was developed and tested using structural equation modelling. First-year undergraduate students (N = 186) were surveyed for their adaptability and behavioural engagement at the beginning of their first year. Following this, students’ academic achievement was obtained from university records at the end of Semester 1 and 2 of first-year university. Findings showed that adaptability was associated with greater positive behavioural engagement (persistence, planning, and task management) and lower negative behavioural engagement (disengagement and self-handicapping). Moreover, negative behavioural engagement was found to inversely predict academic achievement in Semester 1, which predicted academic achievement in Semester 2. The educational implications of the findings are discussed.  相似文献   

Corporate-Sponsored Child Care: Benefits for Children, Families, and Employers     

Rebecca Oekerman 《Early Childhood Education Journal》1997,25(2):89-92

As more women enter the workforce, businesses are beginning to devise methods to assist employees with their child care needs. Research has demonstrated the benefits of corporate child care arrangements, not only for the employer but also for employees. Some companies utilize early childhood accreditation as a means of establishing quality caregiving. Yet, almost no research has been conducted to determine how corporate sponsored child care, accredited or not, affects the children involved. Many questions beg to be answered before it is known what the benefits of corporate-sponsored child care are for young children.  相似文献