The effects of personal and situational factors on university administrators' responses to sexual harassment     

DeeAnn N. Gehlauf  Paula M. Popovich 《Research in higher education》1994,35(3):373-386

The present study was designed to assess how managerial personnel respond to various sexual harassment scenarios. Much of the sexual harassment research has utilized samples other than managerial personnel. Therefore, this study attempts to determine whether the findings in the literature generalize to a managerial sample. University administrators' responses to sexual harassment scenarios were assessed, with type of harassment (economic injury, hostile environment, or no harassment) and offender's status (supervisor or co-worker) being varied. Analyses revealed a lack of predicted sex differences in perceptions and definitions of sexual harassment and unanticipated sex differences in complaint handling and belief in sexual harassment myths. There were no offender status effects. The significant type of harassment effects was present for complaint handling, familiarity, and situation perceptions. In all cases, the respondents who received the “no harassment” scenario differed in their responses from the participants who had received one of the two harassment scenarios.  相似文献   

Desktop Video Conferencing     

Paula F. Furr  Ronald G. Ragsdale 《Education and Information Technologies》2002,7(4):295-302

As a relatively new delivery medium, desktop video conferencing (DVC) promises to bring traditional face-to-face teaching to computer screens. Although ample literature covers incorporating technology into classrooms, little documents the experiences and perceptions of participants in DVC courses and DVC's effects on teaching and learning. A recent ethnographic study that examined incidental learning in five DVC courses offered at an American university found that incidental learning often overshadowed the planned curriculum and found a high level of participant frustration. The study's results reaffirmed the importance of incidental learning in a DVC course and of developing an environment that reduces faculty and student frustrations.  相似文献   

Part I. Biographical sketch and personal memories     

June L. Orton  Samuel T. Orton  Lloyd J. Thompson M.D.  Paul C. Bucy M.D.  Lauretta Bender M.D.  Mary Helen Robinson  Paula Dozier Rome 《Annals of dyslexia》1975,25(1):145-155

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Changes in the academic environment: Threat or opportunity?     

Paula T. Kaufman 《Publishing Research Quarterly》1988,4(4):22-31

Economic and technological changes converge on the connection between publishers and libraries. Arguing that the current library budget crisis is clearly different from previous crises, Paula Kaufman describes changes in university environments and in libraries’ strategies for coping with higher prices and strained budgets. Shifts in spending patterns from books to serials, gaining access to materials by means other than purchasing them, overpublishing, technological transformations, and the entry of new players into the scholarly publishing arena will all affect the ways that publishers publish and libraries acquire. Paula T. Kaufman is dean of libraries at the University of Tennessee, Knoxville, and a member of the board of the Society of Scholarly Publishing.  相似文献   

Metaconversations: Ongoing discussions about teaching research writing     

Paula S. McMillen  Eric Hill 《Research Strategies》2005,20(3):122-134

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Examining the mediating effect of job satisfaction on the relation between responsibilities and career aspiration of vice-principals     

Paula Kwan 《International Journal of Educational Research》2011,50(5-6):349-361

This article reports a study designed to examine the mediating effect of vice-principals’ job satisfaction on the relation between their responsibility roles and career aspirations. Based on a Hong Kong data set, the study confirmed that responsibilities had both a direct effect and an indirect effect on career aspiration; the latter was mediated by job satisfaction. When specific responsibility dimensions were being considered, the two dimensions of leader and teacher growth and development, and teaching, learning, and curriculum were found to have an effect on job satisfaction, which in turn, influenced career aspiration. The dimension of Resource Management did not link to job satisfaction, it was however a predictor for career aspiration. Implications of the findings were discussed.  相似文献   

Are we looking through the same lens? Principal recruitment and selection     

Paula Kwan  Allan Walker 《International Journal of Educational Research》2009,48(1):51-61

This article reports a study designed to identify the factors that both hiring bodies and applicants believe are most important when making decisions about principal selection, appointment and acceptance. Based on a quantitative study involving the four main groups of players in the principal selection process, we confirmed a four-factor structure. In order of importance the four factors were, Generic Managerial Skills, Communication and Presentation Skills, Experience and Credence, and Religious Affiliation and External Connection. The fourth factor is rarely mentioned in the literature. The findings indicate a shift in the role expectation of principals from educational leaders to administrative managers. Findings also challenge the use of interviews as the sole principal selection mechanism.  相似文献   

Brief Communication     

Paula McGee 《Health information and libraries journal》1999,16(3):204-207

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Effects of a positive youth development approach to literacy through young adult literature in the secondary remedial reading class: an action research study     

Paula A. Greathouse 《Educational Action Research》2018,26(2):220-238

The purpose of this action research study was to determine if a bibliotological approach to literacy with at-risk students met the educational expectations of a remedial reading course while simultaneously accelerating literacy practices and promoting positive youth development. Twenty-four tenth grade students enrolled in a remedial reading course in the southwestern USA participated in a nine-week instructional design that utilized young adult literature as a medium through which to practice literacy skills and strategies while exploring positive youth development simultaneously. Measurement protocols included diagnostic assessments of reading, surveys, Likert-scale inventories, and journals as a way of eliciting students’ voices. Data was analyzed through paired t-tests, Bonferroni Correlation, and typological and inductive coding. Through this approach, all students experienced an increase in self-efficacy, which led to positive youth development and growth in literacy proficiency and practices. Suggestions for future research include the study of this approach in multiple remedial contexts, with multiple young adult texts, and for greater lengths of time. Additionally, a follow-up inquiry to determine potential lasting impact is warranted.  相似文献   

Using preferred interests to model social skills in a peer-mentored environment for students with special educational needs     

Aoife Smith  Paula Prendeville  William Kinsella 《International Journal of Inclusive Education》2018,22(8):921-935

This study explored the benefits of using preferred interests to model social skills in a peer-mentored environment for students with special educational needs (SEN). Research suggests that in order for true inclusion to take place, students must participate socially with their peers, outside the classroom space. However, funding and availability of resources are the main barriers to inclusion being fully implemented in Irish schools. This research sought to assess how a peer-mentored social skills club could facilitate an inexpensive approach of including students with SEN, outside the classroom. The group agreed on a technology-based club. Senior students were encouraged to take a lead role in the organisation and participation of the group and to support junior students via modelling of good social and leadership skills. Results revealed that students with SEN reported that a social group facilitated them to make new friendships while also allowing them to develop their social skills. The findings suggest that the addition of a student without an SEN, who took a lead role in this group, had a positive effect on this club and facilitated the inclusion of students with SEN into the wider school environment.  相似文献