Becoming a female leader in higher education: investigations from a regional university     

Petrea Redmond  Hannah Gutke  Linda Galligan  Angela Howard  Tara Newman 《Gender and education》2017,29(3):332-351

Issues of gender imbalance in leadership have long been a significant issue in universities, as is the case across most industries. This paper explores the experiences of seven females who have successfully achieved senior leadership positions at a regional university in Australia. While the experiences of these women differ in many ways, there are certainly similarities in the challenges and adversities that they have faced, and their perceptions of what has allowed them to experience success in their leadership roles. This paper provides a number of recommendations for women aspiring to be leaders in higher education, such as committing to ongoing development, taking opportunities when presented, developing resilience, developing a track record, and seeking support, and also recommendations for institutions.  相似文献   

Problem-Based Learning,Group Process and the Mid-career Professional: Implications for Graduate Education     

Tara J. Fenwick 《高等教育研究与发展》2002,21(1):5-21

Problem-based learning (PBL) is becoming increasingly popular as a method of educating professionals, although its use is more widespread at undergraduate pre-service levels than in graduate education. Existing literature tends to focus upon delivery methods and student achievement at the conclusion of a PBL-based course, and little research addresses the potential of PBL to meet the needs of professionals at graduate levels. This paper focuses on a Master of Arts in leadership program centered on PBL, presenting a study of mid-career professionals' perceptions of their long-term learning attributed to PBL experiences. Participants involved program graduates, experienced professionals from a broad range of disciplines including health care, education, social services, military and peace-keeping forces, and business management. Questionnaires distributed among program graduates ( N = 166) and follow-up interviews with twenty respondents yielded themes supporting the effectiveness of problem-based learning in developing particular skills and understandings. Students perceived their most valuable learnings were related to two main areas: group process and self-knowledge (including sub-themes of learning to understand different perspectives, to cooperate, to lead small groups, to manage conflict, self-awareness, confidence, and systems thinking). Both areas were claimed by students to be valuable in their professional practice over the long term. The article closes with practical implications of these findings for professional education.  相似文献   

The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement   总被引：2，自引：0，他引：2  

Robert H. Stupnisky  Robert D. Renaud  Lia M. Daniels  Tara L. Haynes  Raymond P. Perry 《Research in higher education》2008,49(6):513-530

While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been found to be an important factor in college students’ academic success, may be an important factor in developing this disposition. The current longitudinal study examined the reciprocal-effects between critical thinking disposition and perceived academic control, and their comparative influences on academic achievement in 1196 first-year college students. Using a two-wave, two-variable cross-lag structural equation model, a reciprocal-effect was found whereby students’ perceived academic control predicted their subsequent critical thinking disposition, and students’ critical thinking disposition predicted their subsequent perceived academic control. Furthermore, after controlling for high school academic performance, perceived academic control was found to have a stronger impact on students’ GPAs than critical thinking disposition. Implications of fostering a critical thinking disposition and perceived academic control among college students are discussed.

Robert H. StupniskyEmail:

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Faculty Staffing Patterns: Breadth and Flexibility in Professional Physical Therapy Programs     

Dickson  Tara  Taylor  Barrett 《Innovative Higher Education》2021,46(5):499-518

Innovative Higher Education - Overall trends of academic staffing in the US have indicated declines in tenure, increased use of contingent faculty, and stratification of teaching and research...  相似文献   

Attributional (explanatory) thinking about failure in new achievement settings     

Raymond P. Perry  Robert H. Stupnisky  Lia M. Daniels  Tara L. Haynes 《European Journal of Psychology of Education - EJPE》2008,23(4):459-475

Attributional (explanatory) thinking involves the appraisal of factors that contribute to performance and is instrumental to motivation and goal striving. Little is understood, however, concerning attributional thinking when multiple causes are involved in the transition to new achievement settings. Our study examined such complex attributional thinking in the transition from high school to university, a shift from familiar to novel learning environments, in the context of Weiner’s attribution theory (1972, 1985, 1995, 2006). At the start of the academic year, students rated the extent to which each of six common attributions contributed to poor performance to ascertain their relative importance to each other. A fixed order of attributions was reported as contributing to poor performance that was identical across five independent cohorts of first-year students (effort, test difficulty, strategy, professor quality, ability, luck, respectively). Cluster analysis revealed that students differed in combining these attributions into clusters suggesting diminished or enhanced control over poor performance. These differences in attribution clusters were associated with cognitive and affective outcomes at the start of Term 1, and with course grades and GPA at the end of Term 2. Student differences in complex attributional thinking are discussed in terms of transitions to new achievement settings.  相似文献   

Sustainability education in a botanical garden promotes environmental knowledge,attitudes and willingness to act   总被引：1，自引：0，他引：1  

Ivana Zelenika  Tara Moreau  Oliver Lane  Jiaying Zhao 《Environmental Education Research》2018,24(11):1581-1596

Abstract

Creating behavior change to mobilize transitions toward sustainability is a significant challenge of our time. Inspired by the United Nations Food and Agriculture Organization’s Farmer Field School, we developed a novel community-based education program to engage people in local sustainability topics. In the Sustainable Communities Field School (Field School) program, advertised as team building tours, participants from local organizations are guided by instructors through University of British Columbia Botanical Garden, while receiving verbal and experiential education on topics of food systems and choices, biodiversity conservation, water conservation, and waste reduction. We found that after the Field School program, participants were significantly more knowledgeable about environmental issues, more connected to nature, showed greater intentions and willingness to engage in sustainability actions compared to garden visitors from the general public who did not go through the program. The results suggest that interactive sustainability education in a botanical garden setting can be a useful education model to mobilize public engagement on sustainability.  相似文献   

“Strictly in the Capacity of Servant”: The Interconnection Between Residential and School Segregation in Oxnard,California, 1934–1954     

David G. Garcia  Tara J. Yosso 《History of education quarterly》2013,53(1):64-89

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A Shared Place of Discovery and Creativity: Practices of Contemporary Art and Design Pedagogy     

Tara Page 《The International Journal of Art & Design Education》2012,31(1):67-77

This article is based on a project that explored the practices of art and design beginning teachers (BTs) working with learners in a post‐age‐16 context. The aim of the project was to: explore contemporary art and design practices; explore the concept of artist teacher learner researcher; enable beginning teachers to collaborate with post‐age‐16 pupils and develop new approaches and strategies to art and design pedagogy. Through practices that blurred learner‐teacher identities a dialectical pedagogy emerged and a collaborative community of practice developed, all enabled through a renegotiation and reconceptualising of places of learning. The beginning teachers also started to construct their artist teacher identities, understand what it means to practise as an artist teacher in the classroom, understand the impact of these practices on teaching and learning and develop new learning and teaching methods. This project demonstrates the possibilities of these practices for contemporary art and design pedagogy and also how these practices can endure and be sustainable for this community of beginning teachers in the current cultural, social and political contexts of education.  相似文献   

When a Library Shuts Its Doors: Collections and Information Services After a Library Closure     

Tara E. Murray 《图书馆管理杂志》2013,53(2):147-154

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Professional Development and the Special Librarian     

Tara E. Murray 《图书馆管理杂志》2013,53(8)

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