What makes them leave? A path model of postdocs’ intentions to leave academia     

Isabelle Dorenkamp  Eva-Ellen Weiß 《Higher Education》2018,75(5):747-767

A growing number of postdoctoral academics cite stressful working conditions for considering abandoning their studies and leaving the academic profession entirely before they obtain a tenured position. This paper identifies the mechanisms by which work stress influences postdocs’ intentions to leave academia. Based on Schaubroeck et al.’s (1989) stress-turnover-intention model, we propose a professional turnover-intention model that includes both the effort-reward imbalance model as a comprehensive measure of work stress and affective professional commitment. The research model is tested using structural equation modeling (SEM) and data from 421 postdocs. The results show significant support for the hypothesized effects. In particular, a three-path-mediated effect is found from work stress to the intention to leave academia via strain and job satisfaction. Additional analyses reveal significant gender differences: The relationship between overcommitment and strain is stronger for female postdocs than it is for male postdocs, and the direct link between work stress and the intention to leave academia applies only to female postdocs. Further, job satisfaction fully mediates the relationship between affective professional commitment and the intention to leave academia. Thus, we provide a model on an academics’ professional turnover intention that goes beyond previous research by incorporating two important mediators, strain and job satisfaction. We also confirm the relevance of affective professional commitment to professional turnover intentions in the realm of academia. Specific policy recommendations for retaining more postdocs in academia are given.  相似文献   

Career goal engagement following negative feedback: Influence of expectancy-value and perceived feedback accuracy     

Lot Fonteyne  Annick Eelbode  Isabelle Lanszweert  Elisabeth Roels  Stijn Schelfhout  Wouter Duyck  Filip De Fruyt 《International Journal for Educational and Vocational Guidance》2018,18(2):165-180

This study addresses the effects of negative attainability feedback on the shift from engagement to disengagement from a career goal. It was hypothesized that negative attainability feedback regarding study choice may lead to both goal engagement and goal disengagement and that this relation is mediated by self-efficacy, motivational beliefs, and by the perceived accuracy of feedback. Results confirmed that negative feedback led to goal disengagement and, to a lesser extent, to continued engagement. Perceived accuracy of feedback was an important mediator, as was motivation. Self-efficacy did not predict either goal management strategies.  相似文献   

Confidence sharing in the vocational counselling interview: emergence and repercussions     

Isabelle Olry-Louis  Capucine Brémond  Manon Pouliot 《International Journal for Educational and Vocational Guidance》2012,12(1):47-65

Confidence sharing is an asymmetrical dialogic episode to which both parties consent, in which one reveals something personal to the other who participates in the emergence and unfolding of the confidence. We describe how this is achieved at a discursive level within vocational counselling interviews. Based on a corpus of 64 interviews, we analyse the disclosure of confidences and the discursive procedures allowing their expression, the way the interactants manage the situation and the repercussions on the counselling interview.  相似文献   

Gamification of Entrepreneurship Education     

Diane A. Isabelle 《Decision Sciences Journal of Innovative Education》2020,18(2):203-223

Gamification—the use of gameplay mechanics for nongame applications—enables learning by doing, yet questions abound about its effectiveness for education. This teaching brief reports on the gamification of an entrepreneurship course using a stand‐alone gamification platform integrated with Shopify, a global e‐commerce platform for online stores. Students experienced the entire entrepreneurship process from ideation to launch of a real business and beyond. A live leaderboard allows tracking of team performance and provides a competitive element to the experiential learning. The gamification involved the creation and operation of online ventures by 269 undergraduate students during a trimester‐long undergraduate entrepreneurship course. The assessment of student learning outcomes shows that the gamified approach enhanced students’ experience, engagement, and entrepreneurial self‐efficacy. I conclude with pedagogical observations to assist instructors in implementing a gamified approach.  相似文献   

Basic research in speech and lateralization of language: Some implications for reading disability     

Liberman  Isabelle Y. 《Annals of dyslexia》1971,21(1):71-87

Basic research in speech and the lateralization of language is shown to illuminate the problems of reading and some of its disabilities. First, it is pointed out how speech, or language for the ear, differs markedly from reading, or language for the eye. Though the sounds of speech are a very complex code and the optical shapes of written language are a simple cipher or alphabet on the phonemes, we all perceive speech easily but read only with difficulty. Perceiving speech is easy because, as members of the human race, we all have access to a special physiological apparatus that decodes the complex speech signal and recovers the segmentation of the linguistic message. Reading is hard because the phonemic segmentation, which is automatic and intuitive in the case of speech, must be made fully conscious and explicit. The syllabic method supplemented by phonics (used with certain reservations) is suggested for remediation of segmentation problems. Second, it is posited that since the sounds of speech are processed differently from non-speech sounds, the two should not be diagnosed and remediated interchangeably. Third, it is shown that the relationships among cerebral lateralization for language, handedness and poor reading can now be studied more meaningfully because of the recent development of new techniques. A truism often heard in the opening lecture of graduate classes in education is that we have few answers to the problems that beset us, only questions. In the field of reading, the difficulty may be owing at least in part to our impatient attempts to find immediate solutions for the teacher and the student in the classroom, and our consequent neglect of basic research. I should like to suggest today how knowledge of basic research in related disciplines may lead to clues for improving beginning reading instruction and the lot of the disabled reader—if only by affording us a deeper understanding of the reading process. Paper based on a talk given at the Twenty-first Annual Conference of The Orton Society, Washington, D.C., November 14, 1970.  相似文献   

Individualized acquisition of knowledge with the computer: Questioning and learning guided by the structure of knowledge     

Isabelle Tapiero  Sébastien Poitrenaud  Guy Denhière 《European Journal of Psychology of Education - EJPE》1988,3(2):235-257

In the first part of this article, we define our view of knowledge acquisition by distinguishing it from text comprehension and memorization, and by presenting the principal characteristics of the concept of knowledge as the formalization used to shape the knowledge domains (Baudet & Denhière, 1988). In the second part, the computerized individual’s knowledge acquisition system we present permits a representation of memory knowledge in accordance with the formalization adopted. This also allows a diagnosis of the learner’s initial knowledge and, according to the diagnosis reached, presents texts and illustrations adapted with the learner’s initial knowledge and with the goal of reaching a particular state of knowledge (Poitrenaud, Denhière & Tapiero, 1987). Finally, in the last part, we relate the first experimental results of learning a particular knowledge domain: sea mammals. This experiment tested the system with children of 7 to 11 years of age (Tapiero, 1987).  相似文献   

Learningames for threes and fours: Adult-child play     

Joseph Sparling  Isabelle Lewis 《Early Childhood Education Journal》1984,11(4):26-30

A recent national survey has proven that all young children need to feel confident in themselves and in what they do. The best people to promote this feeling of well-being are teachers and parents. These activities have been written to help adults develop a child's self-worth through directed play. Appropriate for boys and girls, the games may be played on three levels: as everyday enrichment activities, as preschool educational experiences, and as just plain fun. They can be played in child care situations or at home. Learningames emphasize noncompetitive games, stressing each child's uniqueness and abilities to problem solve in a non-threatening way while learning the essential daily and early-learning skills. These games have been proven to be meaningful ones with developmentally handicapped children, as well as with normal children.Joseph Sparling is a research associate professor at the Frank Porter Graham Child Development Center of the University of North Carolina at Chapel Hill. Isabelle Lewis, formerly a director of day care centers, is also a research associate at the Graham Center. This article is excerpted fromLearningames for Threes and Fours: A Guide to Adult-Child Play, Walker and Co., New York, © 1984.  相似文献   

Identity strategies in light of a low-prestige occupation: the case of retail apprentices     

Kerstin Duemmler  Isabelle Caprani 《Journal of Education & Work》2017,30(4):339-352

Occupations differ in their prestige, but little research has examined how workers manage working in a low-prestige occupation. This case study with retail-clerk apprentices in Switzerland uncovers the identity strategies the apprentices employ to help them normalise the situation they find themselves in: they are learning an occupation that is not assumed to require any specific knowledge or skills. We base our arguments on theories about occupational prestige, identity and stigma management, as well as on a qualitative study in VET (vocational education and training) schools. Three identity strategies are dominant among retail-clerk apprentices and are deeply embedded within the retail context and the Swiss apprenticeship programme. First, apprentices embrace ideas of discontinuous careers and lifelong learning, which encourage them to improve their occupational position through mobility within or outside the retail sector. Second, the VET programme builds on apprentices’ consumer interests and encourages their self-valorisation through the prestige of products and shops. Third, apprentices emphasise that retail work is skilled work, a strategy that is consistent with the positive societal perception of the Swiss VET system. These strategies provide insights into how apprentices construct positive occupational identities although they are placed low on the occupational prestige hierarchy.  相似文献   

De Colorando Auro: Experiments and literature study of medieval colouring recipes on gilded plates     

Amandine Caroline Crabbé  Alessandra Giumlia-Mair  Helena J. M. Wouters  Herman Terryn  Isabelle Vandendael 《文物保护研究》2016,61(5):274-285

In the restoration-conservation practice of medieval art masterpieces, such as the Holy Lady Shrine from Huy, knowledge about the techniques used to create and shape them is of major importance, especially when they concern the surface finishing treatments. This influences the selection of methods employed for the conservation-restoration process. This paper discusses the method and the materials that might have been employed to modify the colour of gilding on silver. Recipes for chemically modifying the colour of the gilded surface can be found in medieval texts and might have been used on the masterpiece discussed in this paper. This article gives an overview of technical instructions related to this topic and presents a method to interpret their contents in order to be able to implement them. It reports observations carried out during the implementation tests, such as information about the temperature, timing, and other important elements. It concludes with the visual and the colorimetric results on the samples after application of the tested recipes.  相似文献   

Achievement Profiles of Students in High School Vocational Training Programs     

Annie Dubeau  Isabelle Plante  Mariane Frenay 《Vocations and Learning》2017,10(1):101-120

Vocational training (VT) allows young people to receive specialized training in a short period and enter the labor market with a qualification. However, VT is often seen as an unglamorous educational route, despite the fact that there are few admission requirements and that it prepares students for jobs with good conditions. Furthermore, the characteristics of VT students have been poorly documented empirically. To fill this gap, this study first examined the achievement profiles of 368 VT students based on three criteria: academic performance, academic persistence, and behavioral engagement. A two-step classification provided four groups: three profiles of students who persisted and successfully completed their training program and a fourth profile of students who withdrew from their program. The motivational and individual characteristics of the students from each profile were then examined based on six variables: motivation (self-efficacy and task value [importance, interest, cost, and perceived utility value of the training program]), gender, and age. The results showed that the profiles differed based on all the characteristics examined except student gender. Overall, the data contribute to better understanding the characteristics of VT students, which may guide teaching practices to better ensure the success of these students.  相似文献