Academic staff performance and workload in higher education in the UK: the conceptual dichotomy     

Andrew T. Graham 《Journal of Further & Higher Education》2015,39(5):665-679

Higher education in the UK is under increasing pressure to manage the workload of its academic staff in a way that maximises the outputs from teaching and research. The emergence of this trend can be traced back to 1989 and the government legislation that introduced neo-liberal managerialism into the sector mirroring the laissez-faire approach to the economy that was prevalent at the time. This article examines the literature surrounding workload management and staff performance in the sector to try to establish whether the two have been conceptually linked. A desk-based narrative literature review was executed in order to scrutinise the literature and attempt to answer the main question: what does ‘performance’ mean in relation to an academic role and how is this related to an academic’s workload within the post-92 (referring to ex-polytechnics and colleges of higher education granted university title following the Further and Higher Education Act 1992) higher education sector? The results of the review show that the literature is dichotomous both in terms of the two areas being discrete and also in the conceptual stance taken by writers in each area. Whilst there are inferred links between workload management and performance, these have not been explored. The article concludes by outlining what further research is needed on the linkages between workload management and staff performance specifically, using socially-critical methodology.  相似文献   

Implementing a Multi-Tiered System of Support (MTSS): Collaboration Between School Psychologists and Administrators to Promote Systems-Level Change     

John W. Eagle  Shannon E. Dowd-Eagle  Andrew Snyder  Elizabeth Gibbons Holtzman 《Journal of educational and psychological consultation》2015,25(2-3):160-177

Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided.  相似文献   

Multimodality in the Technical Communication Classroom: Viewing Classical Rhetoric Through a 21st Century Lens     

Andrew Bourelle  Tiffany Bourelle  Natasha Jones 《Technical Communication Quarterly》2015,24(4):306-327

The authors provide a robust framework for using rhetorical foundations to teach multimodality in technical communication, describing a pedagogical approach wherein students consider the rhetorical canons—invention, arrangement, style, delivery, and memory—when developing texts beyond print. Students learn to assess their own work, reflecting on how each canon contributed to the rhetorical effectiveness of their multimodal projects. The authors argue for using the canons as a rhetorical foundation for helping students understand technical communication in the digital age.  相似文献   

Separating Myth from Reality in Education: Introduction to the Special Issue     

Andrew C. Butler  Shana K. Carpenter 《Educational Psychology Review》2015,27(4):563-565

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Education policy mobility: reimagining sustainability in neoliberal times     

Marcia McKenzie  Andrew Bieler  Rebecca McNeil 《Environmental Education Research》2015,21(3):319-337

This paper is concerned with the twinning of sustainability with priorities of economic neoliberalization in education, and in particular via the mobility or diffusion of education policy. We discuss the literature on policy mobility as well as overview concerns regarding neoliberalism and education. The paper brings these analyses to bear in considering the uptake of sustainability in education policy. We ask to what extent sustainability as a vehicular idea may be twinning with processes of neoliberalization in education policy in ways that may undermine aspirations of, and action on, environmental sustainability. Toward the end of the paper, we draw on data from an empirical study to help elucidate how the analytic frames of policy mobility can inform our analyses of the potential concerns and possibilities of sustainability as a vehicular idea. In particular, we investigate how sustainability and related language have been adopted in the policies of Canadian post-secondary education institutions over time. The paper closes by suggesting the potential implications of the proceeding analyses for policymakers, practitioners, and researchers concerned with sustainability in education policy.  相似文献   

The problem with international students' ‘experiences’ and the promise of their practices: Reanimating research about international students in higher education     

Andrew Deuchar 《British Educational Research Journal》2022,48(3):504-518

The increasing number of people studying abroad has drawn significant scholarly attention to the experiences of international students. While these works have productively informed policy and practice regarding how international students may be better supported, they have not always considered the active ways international students contribute to higher education. This article suggests that adopting the notion of experience as a conceptual starting point is problematic because it only partially illuminates international students' agency and reproduces understandings of them as a vulnerable group. The more active notion of practice, by contrast, suggests a more agentive subject who is a pivotal actor in spaces of education. The main argument in this article is that the abiding focus on international students' experiences will be productively unsettled by orienting attention to their practices and theorising the notion of practice in more fluid and dynamic ways. After critically engaging with the existing literature, the article outlines four ways that a focus on international students' practices may reanimate debates. A focus on practice will: (1) show how international students actively contribute to spaces of higher education, including classrooms, campuses and other sites of sociality; (2) demand that researchers theorise agency in more expansive ways and consider the practices of a broader set of social groups; (3) encourage researchers to make use of a wider set of qualitative research methods; and (4) create a stronger political foundation from which to defend the interests of international students in a post-COVID-19 world.  相似文献   

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review     

Miller  Andrew F.  Park  Younghee  Conway  Patrick  Cownie  Charles T.  Reyes  John  Reynoso  Myra  Smith  Annie 《The Urban Review》2022,54(3):481-508

The Urban Review - Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and...  相似文献   

Using Q-methodology to determine students' perceptions of interprofessional anatomy education     

Chelsea Mackinnon  Noori Akhtar-Danesh  Andrew Palombella  Bruce Wainman 《Anatomical sciences education》2022,15(5):877-885

Interprofessional education (IPE) prepares healthcare students for collaboration in their future careers. The purpose of this study was to determine which aspects of the IPE Program in Anatomy at McMaster University contributed to the development of healthcare student's interprofessional skills. Q-methodology was used to identify the students' common viewpoints of the IPE experience. A total of 26/28 (93%) of students in the course from the medical, nursing, midwifery, physician assistant, occupational therapy, and physiotherapy programs participated in this study. Students were asked to sort a Q-sample of 43 statements about the IPE dissection course derived from previous qualitative studies of the program. Using the centroid factor extraction and varimax rotation, three salient factors (groups) emerged, namely: (1) Anatomy IPE Enthusiasts, (2) Practical IPE Advocates, and (3) Skeptical IPE Anatomists. The Anatomy IPE Enthusiasts believed that students from different disciplines brought unique anatomical knowledge and each group member guided others through difficult material. The Practical IPE Advocates expressed that they would be stronger advocates for interprofessional teams in the future because of the course. The Skeptical IPE Anatomists strongly disagreed that learning with students from different disciplines helped them gain an understanding of their roles in the context of other healthcare professionals and felt that there was little benefit from the IPE program compared to other non-interprofessional programs. These findings about student attitudes are critical to drive an evidence-based evolution of the IPE dissection course, since students' perceptions can have a profound influence on interprofessional collaboration in the workplace.  相似文献   

Language and reading impairments are associated with increased prevalence of non-right-handedness     

Filippo Abbondanza  Philip S. Dale  Carol A. Wang  Marianna E. Hayiou-Thomas  Umar Toseeb  Tanner S. Koomar  Karen G. Wigg  Yu Feng  Kaitlyn M. Price  Elizabeth N. Kerr  Sharon L. Guger  Maureen W. Lovett  Lisa J. Strug  Elsje van Bergen  Conor V. Dolan  J. Bruce Tomblin  Kristina Moll  Gerd Schulte-Körne  Nina Neuhoff  Andreas Warnke  Simon E. Fisher  Cathy L. Barr  Jacob J. Michaelson  Dorret I. Boomsma  Margaret J. Snowling  Charles Hulme  Andrew J. O. Whitehouse  Craig E. Pennell  Dianne F. Newbury  John Stein  Joel B. Talcott  Dorothy V. M. Bishop  Silvia Paracchini 《Child development》2023,94(4):970-984

Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (N_cases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions.  相似文献   

Generic qualitative dissertations in counselor education: A content analysis     

Phillip L. Waalkes  Daniel Andrew DeCino  Joe LeBlanc  Monica Maria Phelps-Pineda  Tiffany Somerville  Stephen V. Flynn 《Counselor Education & Supervision》2023,62(1):52-63

We conducted a content analysis of generic qualitative counseling dissertations (GQR; N = 70), examining their methodological justifications, coherence, and trustworthiness. Dissertations authors often presented vague methodological justifications. Findings have implications for constructing methodological justifications, integrating relevant literature, and awareness of how GQR compares to other qualitative methodologies.  相似文献