De-privatization in higher education: a conceptual approach     

Marek Kwiek 《Higher Education》2017,74(2):259-281

This paper seeks to conceptualize the processes of de-privatization in higher education. Trends of de-privatization (and contraction in enrolments) are highly interesting because they go against global trends of privatization (and educational expansion). De-privatization means a decreasing role for the private component in the changing public–private dynamics. The paper studies its two dimensions (funding and provision) and distinguishes between seven potential empirical organizational/geographical levels of analysis. Empirically, the paper draws from data from Central Europe. The traditional dichotomous pairing of the public and the private is shown to still be useful in specific empirical contexts, despite it becoming blurred globally. Major approaches to privatization in higher education over the last two decades are rethought and redirected toward de-privatization. An empirically informed notion of de-privatization is being developed and its usefulness is briefly tested.  相似文献   

Teachers' understanding and the use of the learning cycle     

Edmund A. Marek  Carol Eubanks  Thomas H. Gallaher 《科学教学研究杂志》1990,27(9):821-834

This study examined the relationships that exist between high school science teachers' understanding of the Piagetian developmental model of intelligence, its inherent teaching procedure—the learning cycle—and classroom teaching practices. The teachers observed in this study had expressed dissatisfaction with the teaching methods they used, and, subsequently, attended a National Science Foundation sponsored in-service program designed to examine laboratory-centered science curricula and the educational and scientific theories upon which the curricula were based. The teachers who exhibited a sound understanding of the Piagetian model of intelligence and the learning cycle were more likely to effectively implement learning cycle curricula. They were able to successfully integrate their students' laboratory experiences with class discussions to construct science concepts. The teachers who exhibited misunderstandings of the Piagetian developmental model of intelligence and the learning cycle also engaged their students in laboratory activities, but these activities were weakly related to learning cycles. For example, the data gathered by their students were typically not used in class discussions to construct science concepts. Therefore, these teachers apparently did not discern the necessity of using the data and experiences from laboratory activities as the impetus for science concept attainment. Additional results comparing degrees of understanding, teaching behaviors and questioning strategies are discussed.  相似文献   

Cute,creepy and sublime unnamed childhood monstrosities     

Marek Tesar  Mirka Koro-Ljungberg 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):694-704

ABSTRACT

Strangers, Gods, and monsters are all names for the experience of alterity and otherness within and amongst us. We need monsters in our lives. In this paper we use philosophy as a method to explore language, developmental and cultural instabilities, and terrifying (and discursive) monstrosity located within children's literature and childhood contexts. Philosophy as a method serves as an engagement, an ethical relationship with monstrous thoughts, and as an opening to the philosophical thinking of everyday practices of childhood play (i.e., through objects, practices, language, text, and images). Alongside and through cute, creepy and sublime notions of monsters in children's literature children become monsters–monsters become children. We draw from Derrida's notions of hospitality and hostility and Deleuze and Guattari's deterritorialization of minor literature as well as from literature on monsters, monstrosities, and ugliness. We argue that different representations of childhood monstrosity can help educators and other adults to see the ‘productive’ in childhood otherness, to consider the always present ‘childhood undecidable’ (simultaneous presence of cute and creepy) and the generative in infinitely unknown and unrecognizable childhood objects and discourses.  相似文献   

On the use of ASTM closed vessel tests in accelerated ageing research     

Tomasz Sawoszczuk  Andrzej Bara&#x;ski  Janusz Marek &#x;agan  Tomasz &#x;ojewski  Katarzyna Zi&#x;ba 《Journal of Cultural Heritage》2008,9(4):401-411

The ASTM D6819-02e3 standard for testing the accelerated ageing of paper, published in 2002, recommends using closed glass vials in order to keep the degradation products in contact with the paper and thus permitting a better simulation of the natural ageing conditions inside closed books. In the present study, the actual conditions and their stability inside closed vessels have been evaluated. The necessity of assuring a very high sealing performance (tightness) of the systems in order to avoid leakage of water vapour is the main drawback of this ageing method. Systematic studies presented in this publication tried to monitor this tightness and have provided data that helped to answer the question of what circumstances could lead to achieving its improvement. Both gravimetric monitoring of water content in vials and “in situ” IR measurements of the aged paper humidity have been applied for this purpose. As a result, better sealing materials (gaskets and caps) than those recommended by the ASTM standard, have been found. Additionally, application of a dynamometric spanner for closing the vials is recommended, as this is a guarantee of reasonably high and recurring tightness of the systems used in tests. Nevertheless, the systematic, linear with time, loss of moisture for all used vials was observed. A 9% loss of the initial moisture content in samples of the aged paper was observed for the tested conditions (14 days at 90 °C). Therefore, it seems that including some kind of gravimetric control for ageing tests performed in closed vessels is of essential importance.Kinetic studies of accelerated ageing in both closed and open systems, as monitored by DP and breaking length measurements, unexpectedly show that no statistically meaningful difference of degradation rates can be observed. On the other hand, the pH and whiteness index values reveal a meaningful difference between the rates of ageing in these systems, thus confirming the basic assumption of the ASTM test concerning the interaction of paper degradation products with the paper itself.  相似文献   

Relationships among informal learning environments,teaching procedures and scientific reasoning ability     

Brian L. Gerber  Anne M.L. Cavallo  Edmund A. Marek 《International Journal of Science Education》2013,35(5):535-549

Informal learning experiences have risen to the forefront of science education as being beneficial to students' learning. However, it is not clear in what ways such experiences may be beneficial to students; nor how informal learning experiences may interface with classroom science instruction. This study aims to acquire a better understanding of these issues by investigating one aspect of science learning, scientific reasoning ability, with respect to the students' informal learning experiences and classroom science instruction. Specifically, the purpose of this study was to investigate possible differences in students' scientific reasoning abilities relative to their informal learning environments (impoverished, enriched), classroom teaching experiences (non-inquiry, inquiry) and the interaction of these variables. The results of two-way ANOVAs indicated that informal learning environments and classroom science teaching procedures showed significant main effects on students' scientific reasoning abilities. Students with enriched informal learning environments had significantly higher scientific reasoning abilities compared to those with impoverished informal learning environments. Likewise, students in inquirybased science classrooms showed higher scientific reasoning abilities compared to those in non-inquiry science classrooms. There were no significant interaction effects. These results indicate the need for increased emphases on both informal learning opportunities and inquiry-based instruction in science.  相似文献   

Aggregating different paper quality measures with a generalized h-index     

Marek Gagolewski  Radko Mesiar 《Journal of Informetrics》2012,6(4):566-579

The process of assessing individual authors should rely upon a proper aggregation of reliable and valid papers’ quality metrics. Citations are merely one possible way to measure appreciation of publications. In this study we propose some new, SJR- and SNIP-based indicators, which not only take into account the broadly conceived popularity of a paper (manifested by the number of citations), but also other factors like its potential, or the quality of papers that cite a given publication. We explore the relation and correlation between different metrics and study how they affect the values of a real-valued generalized h-index calculated for 11 prominent scientometricians. We note that the h-index is a very unstable impact function, highly sensitive for applying input elements’ scaling. Our analysis is not only of theoretical significance: data scaling is often performed to normalize citations across disciplines. Uncontrolled application of this operation may lead to unfair and biased (toward some groups) decisions. This puts the validity of authors assessment and ranking using the h-index into question. Obviously, a good impact function to be used in practice should not be as much sensitive to changing input data as the analyzed one.  相似文献   

Hirsch-type approach to the 2nd generation citations     

Marek Kosmulski 《Journal of Informetrics》2010,4(3):257-264

Scientific papers are usually assessed by a number of direct citations. The number of citations received by direct citations (2nd generation citations) has been considered as an alternative criterion of evaluation. Such an approach overrates the papers, which received citation(s) in one or in a few very highly cited papers. Hirsch-type approach to the 2nd generation citations suggested by Schubert was used to combine the impact and quantity of 1st generation citations into one number.  相似文献   

The Practice and Ally McBeal: A New Image for Women Lawyers on Television?     

Joan Gershen Marek 《Journal of American culture (Malden, Mass. : 2003)》1999,22(1):77-84

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Decent work in Poland: a preliminary study. Suggestions for educational and counselling practice     

Drabik-Podgórna  Violetta  Podgórny  Marek 《International Journal for Educational and Vocational Guidance》2022,22(3):759-784

International Journal for Educational and Vocational Guidance - Work and its meanings have often been and still are objects of scholarly research. In the context of global crises, increasing...  相似文献   

Occupational Well-being Among University Faculty: A Job Demands-Resources Model     

Jiri Mudrak  Katerina Zabrodska  Petr Kveton  Martin Jelinek  Marek Blatny  Iva Solcova  Katerina Machovcova 《Research in higher education》2018,59(3):325-348

The effects of changing academic environments on faculty well-being have attracted considerable research attention. However, few studies have examined the multifaceted relationships between the academic work environment and the multiple dimensions of faculty well-being using a comprehensive theoretical framework. To address this gap, this study implemented the Job Demands-Resources (JDR) model to investigate how job demands/resources in the academic environment interact with multiple dimensions of faculty well-being. The study participants were 1389 full-time faculty members employed in public universities in the Czech Republic. The participants completed a questionnaire assessing perceived job resources (influence over work, support from supervisor and colleagues), job demands (quantitative demands, work-family conflicts and job insecurity) and three dimensions of faculty well-being (job satisfaction, stress and work engagement). A structural equation model was used to test the effects of “dual processes” hypothesized by the JDR theory, i.e., the existence of two relatively independent paths between job demands/resources and positive/negative aspects of faculty well-being. The model showed a very good fit to our data and explained 60% of the variance in faculty job satisfaction, 46%, in stress and 20% in work engagement. The results provide evidence for the dual processes, including the “motivational process” (i.e., job resources were related predominantly to work engagement and job satisfaction) and the “health impairment process” (i.e., job demands were predominantly associated with stress, mostly through work-family conflict). The study expands current research on faculty well-being by demonstrating the complex, non-linear relationships between academic work environments and different dimensions of faculty well-being.  相似文献