Using Groups to Change the Department Head Role: An organization development case     

LeBlanc  Sheila  London  Chad  Huisman  Jeroen 《Tertiary Education and Management》2013,19(2):127-140

This article presents a case study of selection for graduate study at the Vrije Universiteit (VU) in the Netherlands. The VU developed and implemented an assessment instrument for students with a vocational Bachelor degree wishing to pursue a Master’s programme at the university. This instrument is new in the egalitarian higher education culture of the Netherlands. It focuses on the differences between higher vocational and academic education and makes them measurable. The article will focus on some aspects of the implementation process, the results of the first round of evaluation and on implications for Dutch and other universities.  相似文献   

Health information needs of d/Deaf adolescent females: a call to action     

Smith CE  Massey-Stokes M  Lieberth A 《American annals of the deaf》2012,157(1):41-47

Adolescent health and health literacy are critical health topics recognized in Healthy People 2020. Evidence indicates that adolescents who are d/Deaf have unique health-related needs, yet health communication efforts have not reached them. Despite the Internet's exponential growth and the growth of online health information-seeking behavior among adolescents, reliable information devoted specifically to d/Deaf adolescents who communicate primarily in ASL is rare. D/deaf adolescent females face numerous challenges accessing web-based health information to enhance their decision making about important health issues such as body image, physical activity and nutrition, puberty, and relationships. A strong need exists for interdisciplinary professionals to investigate the health interests and online health information-seeking behaviors of this group in order to effectively plan, implement, and evaluate a web-based health repository that delivers content in ASL. This Call to Action represents a first step in addressing that need.  相似文献   

Being an Elbow: A Phenomenological Autoethnography of Faculty-Student Collaboration for Accommodations     

Regina T. P. Aguirre  Chad Duncan 《Journal of Teaching in Social Work》2013,33(4-5):531-551

Hybrid and online courses and advances in assistive technologies make accommodating students with disabilities ever-changing, requiring innovation. This reality, coupled with students’ reluctance to disclose disabilities, points toward a need for replacing accommodations directed at those with disabilities with universal design whereby they become accessible to all—virtually eliminating the need for accommodations. In this paper, a master's of social work student (Chad) and his instructor (Regina) document their collaborations to revise a social work research course to meet his request for accommodations to make options more universally accessible. These revisions are done through reflections from both Chad and Regina from a phenomenological autoethnographic perspective—depicting their lived experiences.  相似文献   

Five Years after Implementation: The Role of the District in Maintaining an Ongoing School Improvement Process     

Glenda G. Lofton  Chad Ellett  Flo Hill  Sheila Chauvin 《School Effectiveness & School Improvement》2013,24(1):58-69

The longitudinal study reported here provides insight into the role of the school district in implementing and maintaining the essential elements of a nine‐year statewide improvement project called SPUR five years after the termination of state funding and external support. Key to the conceptualization of SPUR were findings from the comprehensive Rand Study (McLaughlin & Marsh, 1978) on successful change efforts emphasizing the importance of implementing an ongoing improvement process. On‐site visits to six districts and a follow‐up survey of all 66 participating school districts were used to determine maintenance of the process, factors facilitating/impeding maintenance, and long‐term benefits. Results suggest that SPUR represents a viable improvement process that can be implemented and maintained in districts and schools with positive outcomes. Individual and organizational efficacy as well as an increased capacity for change and innovation were found to be directly related to the level of district maintenance and support.  相似文献   

The space between: building liberatory capital in a school–community partnership     

Chad William Timm 《International journal of qualitative studies in education》2013,26(3):308-329

Even before withstanding one of the most devastating economic crises in American history, families living in poverty have battled a dominant discourse that labels them as lacking personal responsibility, initiative, and the ability to make “good” choices. This discourse is reflected in the parent-involvement mandates of the No Child Left Behind Act, where parents living in poverty are expected to sign contracts promising to take a more active role in the education of their children. This study describes what it looked like when a grassroots, Community Based Organization (CBO) dedicated to speaking back to this dominant discourse partnered with an urban public school system to simultaneously help families leave poverty and improve the academic success of their children. This paper illustrates what it looks like when families living in poverty speak back to the dominant discourse, seek validation for their non-dominant discourses, and enter a potentially liberating Third Space between.  相似文献   

Customer Types and the Empathetic Response     

Chad J. Pearson 《The Reference Librarian》2014,55(3):256-261

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Improving the Memory Sections of the Standardized Assessment of Concussion Using Item Analysis     

Danielle McElhiney  Minsoo Kang  Chad Starkey 《Measurement in physical education and exercise science》2014,18(2):123-134

The purpose of the study was to improve the immediate and delayed memory sections of the Standardized Assessment of Concussion (SAC) by identifying a list of more psychometrically sound items (words). A total of 200 participants with no history of concussion in the previous six months (aged 19.60 ± 2.20 years; N?=?93 men, N?=?107 women) volunteered to participate in this study. An observation research design was used. Participants were tested once with a verbal interview that took approximately five minutes to complete. Classic item analysis including three parts: (1) Item difficulty, (2) item discrimination, and (3) item determination was used to assess the psychometric properties of the new items on the alternative word list for the SAC test. Overall, 80.0% of the items in the immediate memory section were acceptable. In the delayed memory section, 90.0% of the items were acceptable. The mean total SAC scores were 17.96 ± 2.45 (of a possible 30). The majority of new items have acceptable psychometric properties that would improve the validity of baseline SAC score for the assessment of the effects from concussions.  相似文献   

VIOLENCE DIRECTED AGAINST TEACHERS: RESULTS FROM A NATIONAL SURVEY     

Susan D. Mcmahon  Andrew Martinez  Dorothy Espelage  Chad Rose  Linda A. Reddy  Kathleen Lane  Eric M. Anderman  Cecil R. Reynolds  Abraham Jones  Veda Brown 《Psychology in the schools》2014,51(7):753-766

Teachers in U.S. schools report high rates of victimization, yet previous studies focus on select types of victimization and student perpetrators, which may underestimate the extent of the problem. This national study was based on work conducted by the American Psychological Association Classroom Violence Directed Against Teachers Task Force and is one of the few national studies to examine violence directed at teachers. Participants included 2,998 kindergarten through 12^th‐grade (K‐12) teachers from 48 states who completed an anonymous web‐based survey assessing their experiences with victimization. Results revealed that 80% of teachers reported at least one victimization, and of these teachers, 94% reported being victimized by students. Nearly three‐fourths of all teachers experienced at least one harassment offense, more than half experienced property offenses, and 44% reported physical attacks. Findings suggest that specific teacher and community characteristics are associated with a higher likelihood of victimization, namely, male gender and urban settings; whereas, African American teachers were less likely to report victimization. Implications for teacher training, school interventions, public policy, and future research are discussed.  相似文献   

A Critical Analysis of Assessment Quality in Genomics and Bioinformatics Education Research     

Chad E. Campbell  Ross H. Nehm 《CBE life sciences education》2013,12(3):530-541

The growing importance of genomics and bioinformatics methods and paradigms in biology has been accompanied by an explosion of new curricula and pedagogies. An important question to ask about these educational innovations is whether they are having a meaningful impact on students’ knowledge, attitudes, or skills. Although assessments are necessary tools for answering this question, their outputs are dependent on their quality. Our study 1) reviews the central importance of reliability and construct validity evidence in the development and evaluation of science assessments and 2) examines the extent to which published assessments in genomics and bioinformatics education (GBE) have been developed using such evidence. We identified 95 GBE articles (out of 226) that contained claims of knowledge increases, affective changes, or skill acquisition. We found that 1) the purpose of most of these studies was to assess summative learning gains associated with curricular change at the undergraduate level, and 2) a minority (<10%) of studies provided any reliability or validity evidence, and only one study out of the 95 sampled mentioned both validity and reliability. Our findings raise concerns about the quality of evidence derived from these instruments. We end with recommendations for improving assessment quality in GBE.  相似文献   

Perceived Instructor Credibility and Teaching Philosophy     

Maria Brann  Chad Edwards  Scott A. Myers 《Communication Research Reports》2013,30(3):217-226

The purpose of this study was to examine whether perceived instructor credibility (i.e., competence, character, caring) differs based on instructor teaching philosophy. Participants were 244 students who read a short vignette describing an instructor with either a transmissive or a progressive teaching philosophy and completed the Measure of Source Credibility in reference to the vignette. Results indicate instructors with a transmissive teaching philosophy or a progressive teaching philosophy did not differ in their perceived competence, but instructors with a progressive teaching philosophy were rated higher in both perceived character and caring than instructors with a transmissive teaching philosophy. Future research should examine whether student philosophies toward education impact perceived instructor credibility.  相似文献