Sources of stress in academe: A national perspective   总被引：2，自引：2，他引：2  

Walter H. Gmelch  Nicholas P. Lovrich  Phyllis Kay Wilke 《Research in higher education》1984,20(4):477-490

The purpose of the national faculty stress research project was to examine stress experienced by faculty in institutions of higher education. The study sample of 80 institutions was drawn from the population of all U. S. doctoral-granting institutions in the United States. One thousand twenty faculty were selected and stratified by academic rank and Biglan's academic discipline model. The response rate was 75.28 percent. In general, faculty reported 60 percent of the total stress in their lives came from work. The majority of the top 10 stressors related directly to time and/or resource constraints. When faculty stressors were compared across disciplinary groupings, more similarity than difference existed. Also, faculty reported similar degrees of stress associated with the teaching, research, and service functions, with teaching as the most stressful activity.  相似文献   

Sociological and psychological factors in the backgrounds of male and female perpetrators of child abuse     

Phyllis Ann Jameson  Cynthia Jeanne Schellenbach 《Child abuse & neglect》1977,1(1):77-83

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Scripted Play as a Language Intervention Strategy for Preschoolers with Developmental Disabilities     

Phyllis Miles Neeley  Richard A. Neeley  Joseph E. Justen III  Carla Tipton-Sumner 《Early Childhood Education Journal》2001,28(4):243-246

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Religious drama and education     

Phyllis M. Potter 《British Journal of Religious Education》1935,2(3):159-163

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About Project “Spruce”     

Phyllis S. Busch 《The Journal of environmental education》2013,44(2)

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Learning Research Methods by Doing Research     

Paul S. Gray  Phyllis A. Meighen 《College Teaching》2013,61(4):160-165

Abstract

Multiculturalism on the March Illiberal Education: The Politics of Race and Sex on Campus By Dinesh D 'Souza. Reviewed by Catherine T. C. Spaeth.

Traditionalism Well Spoken Begin Here: The Forgotten Conditions of Teaching and Learning Jacques Barzun Chicago. Reviewed by William Casement.

Big Brains and Balancing Acts Open to Question: The Art of Teaching and Learning by Inquiry Walter L. Bateman. Reviewed by Roy Starling.

The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom By Steuhen D. Brookfield. Reviewed by Roy Starling.  相似文献   

No Fixed Address: The Evolution of Outreach Library Services on University Campuses     

Phyllis Rudin MLS 《The Reference Librarian》2013,54(1):55-75

Remote access to library resources has liberated students and faculty from the brick and mortar library, giving rise to an intense “whither the library” debate. A necessary corollary to this discussion of the future of the library building on campus is the future deployment of the reference librarian cadre. University libraries have been increasingly experimenting with outreach and outpost arrangements that situate librarians in alternate venues, often embedding them among their natural clientele. Librarians have repositioned themselves in student unions, residence halls, and faculty departments to promote information literacy among the diaspora. This review of the literature traces the path that culminated in the outreach model and explores the variations that have evolved at different institutions.  相似文献   

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities     

Phyllis Jones  Hazel Lawson 《欧洲特需教育杂志》2013,28(3):384-401

This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA–England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers’ pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers’ views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of ‘situated generalization’ and ‘practice based evidence’ an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities.  相似文献   

Ohio Regional Depositories: Moving from Warehousing Separate Collections to Servicing Shared Collections     

Phyllis O'Connor  Melanie F. Smith MLIS 《资料收集管理》2013,38(1-2):129-142

In Ohio, the space needs of campus libraries are changing just as book depositories are filling up. In response to this situation, the university libraries are re-examining the depositories to see if the space can be used even more efficiently, the funding distributed more predictably, and the services standardized and expanded. The Northeastern Ohio Cooperative Regional Library Depository has a plan to rethink the space in the depository, redefine the collection housed there in terms of ownership and access, and to repurpose the depository from a warehouse model to a service-centered model. The Northeastern Ohio Regional Library Depository plan and its anticipated role in changing the way that contributing libraries statewide assess depository collections and provide for access to those collections is the focus of this paper.  相似文献   

English language learners with reading-related LD: linking data from multiple sources to make eligibility determinations     

Wilkinson CY  Ortiz AA  Robertson PM  Kushner MI 《Journal of learning disabilities》2006,39(2):129-141

Results are reported for an exploratory study of eligibility decisions made for 21 Spanish-speaking English language learners (ELLs) with learning disabilities (LD) and no secondary disabilities who received special education support in reading. Eligibility determinations by an expert panel resulted in decisions that differed significantly from those of school multidisciplinary teams. The panel agreed that some students appeared to have reading-related LD (n = 5) but also identified students that they believed had disabilities, but not necessarily reading-related LD (n = 6). Another group of students (n = 10) had learning problems that the panel believed could be attributed to factors other than LD or for whom substantive additional data would be required to validate eligibility. Issues associated with referral, assessment, and eligibility determinations for ELLs are discussed, and recommendations for improving practice are offered, with an emphasis on the importance of linking data from multiple sources when deciding whether ELLs qualify for special education.  相似文献