Occupational stress among university administrators     

Arlene Gray Blix  Jerry W. Lee 《Research in higher education》1991,32(3):289-302

The fit between the university administrator's motivational style and the type of job demands was analyzed as a contributing factor in developing occupational stress. Data were provided on a questionnaire by 575 deans, associate deans, and chair-persons. Three motivational styles and types of job demands were measured using instruments derived from Porter's motivational theory. Correlational data indicated that misfit was related to perceived work stress and the perception of poor coping ability. The perception of poor coping ability was correlated with stress-related illnesses. There was also an association between misfit and consideration to change jobs. The findings supported the person-environment fit model of occupational stress. Implications for controlling occupational stress among university administrators are included.  相似文献   

Understanding the Changing Dynamics of the Gender Gap in Undergraduate Engineering Majors: 1971–2011     

Linda J. Sax  M. Allison Kanny  Jerry A. Jacobs  Hannah Whang  Dayna S. Weintraub  Amber Hroch 《Research in higher education》2016,57(5):570-600

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Exploring the Secret Garden: the growing importance of ICT in the home     

Jerry Wellington 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(2):233-244

The use of ICT (information and communication technology) in homes is growing faster than its use in schools and colleges—and there are already more systems in homes than in educational settings. This article argues that we should attempt to enter the area which most research on ICT in education tends to ignore: the secret garden of the learner at home. It is based partly on two pilot case-studies of secondary schools and a small sample of their students. Given the paucity of research in this area the article poses more questions than it answers. What are the implications of ICT use at home for teachers in schools? Do home systems interfere with school education or can they be used to enhance it? How should teachers respond to, and assess, work done using home ICT? Is the home situation widening the gap between one set of pupils (the "haves" of ICT) and another? Suggestions for school policies and action research for the future are put forward.  相似文献   

School Goals,Principals, and Achievement     

Jerry D. Bamburg  Richard L. Andrews 《School Effectiveness & School Improvement》2013,24(3):175-191

ABSTRACT

Much has been written about the need for schools to engage in activities which promote the academic achievement of students. Two major factors which appear to influence student achievement are an organization's goals and the instructional leadership of the principal. The focus of this study was to investigate whether differences exist between schools which were successful in promoting student achievement and schools which were not successful in promoting student achievement in each of these areas. This paper is based upon a study conducted in an urban school district with a diverse student population. It identified 10 High Achieving Schools and 10 Low Achieving Schools (based upon student gain scores calculated from standardized achievement tests). Data regarding school goals and the instructional leadership of the principal were based upon responses to questionnaires designed to measure staff perceptions of these factors. The findings suggest that no clear differences are evident in the “official” goals selected by schools but differences do appear when the “operative” goals are analyzed. Specifically, the evidence suggests that High Achieving Schools emphasize goals stressing academic excellence to a greater degree than Low Achieving Schools. More important, the evidence from this study also suggests that principals in High Achieving Schools emphasize and engage in activities related to instruction to a much greater degree than principals in Low Achieving Schools. Those activities, which are identified and discussed at length, reinforce the view that a principal's behaviors rather than style are the primary factor in being an instructional leader.  相似文献   

CDQ and IJEVG editors’ joint statement on the third special international section     

Jér?me Rossier  Jerry Trusty  Donna E. Schultheiss  Raoul Van Esbroeck  Spencer Niles 《International Journal for Educational and Vocational Guidance》2012,12(1):1-3

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Teacher communication competence: Essential skills and assessment procedures     

Rebecca B. Rubin  Jerry D. Feezel 《Communication Studies》2013,64(1-2):4-13

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Place Attachment and Environmentally Responsible Behavior     

Jerry J. Vaske  Katherine C. Kobrin 《The Journal of environmental education》2013,44(4):16-21

Abstract

This article illustrates how an attachment to a local natural resource can influence environmentally responsible behavior (ERB) in an individual's everyday life. Our study showed that 4 general (e.g., talking with others about environmental issues) and 3 specific (e.g., sorting recyclable trash) behavioral indicators reflected a single environmentally responsible latent construct. Following previous research, we operationalized place attachment using 2 concepts: (a) place dependence (i.e., a functional attachment) and (b) place identity (i.e., an emotional attachment). The influence of these two concepts on ERB was examined using a structural equation model. Data for this analysis were obtained from a survey of youth, 14-17 years of age (N = 182), who participated in local natural resource work programs. Results supported the predicted relationships. As hypothesized, place identity mediated the relationship between place dependence and responsible behavior. Place dependence influenced place identity (β = .88, p < .001, R ² = .77), and place identity was significantly related to ERB (P = .63, p < .001, R ² = .40). Overall, the model suggests that encouraging an individual's connection to a natural setting facilitates the development of general ERB.  相似文献   

Project R.A.C.E.     

Jerry Passer 《The Journal of environmental education》2013,44(3):38-39

Abstract

Learning by doing may not be the most effective strategy for teaching environmental problem-solving skills. A survey of Michigan educators indicates that of the teaching strategies listed, case studies and talking about what others do to solve environmental problems are the most important. The implications of building familiarity with environmental issues and solutions from a variety of examples are discussed, and an explanation for the reported low success of classroom action projects is presented.  相似文献   

The learning enrichment service (LES): A multi‐optioned approach to programming for gifted secondary school students     

Jerry Ann Clifford  Ted Runions  Elizabeth Smith 《Roeper Review》2013,35(4):226-228

The Learning Enrichment Service (LES) is a multi‐optioned, research based model for bettor meeting the needs of gifted secondary school students. It acts as a school‐wide support system for teachers and students in both the regular classroom and specialized programs by screening, training, networking, counselling and exchanging information for enrichment programming.  相似文献   

“The Human Element in Teaching”     

Jerry Reichlin 《Clearing house (Menasha, Wis.)》2013,86(3)

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