Psychosocial Hazards in UK Universities: Adopting a Risk Assessment Approach     

Gail Kinman  Stephen Court 《Higher Education Quarterly》2010,64(4):413-428

Drawing on the findings of a recent national survey, this article examines the extent to which higher education institutions in the United Kingdom meet the minimum standards recommended by the Health and Safety Executive (HSE) for the management of work‐related stressors. A comparison is also made between the average weekly working hours reported in the current survey with those found in two previous studies of the higher education sector (1998 and 2004). A sample of 9,740 academic and academic‐related employees working in higher education institutions in the UK completed a measure of seven job‐related stressors (or psychosocial hazards) (that is, demands, control, support from colleagues and managers, interpersonal relationships, role clarity and involvement in organisational change). With one exception (job control), levels of job‐related stressors in the higher education sector exceeded the benchmarks stipulated by the HSE. Stressors relating to change, role, job demands and managerial support were particularly high. Recommendations made by the HSE for interim and longer‐term targets to be achieved for the management of each stressor category are provided. Findings also revealed that average working hours remain high in the sector, with many employees continuing to exceed the weekly limit set by the UK Working Time Directive. The utility of the HSE approach in higher education institutions and ways in which the sector might work towards meeting the HSE management standards and consequently enhance employee well‐being are considered.  相似文献   

Judgment‐Based Scoring by Teachers as Professional Development: Distinguishing Promises from Proof     

Gail Lynn Goldberg 《Educational Measurement》2012,31(3):38-47

The engagement of teachers as raters to score constructed response items on assessments of student learning is widely claimed to be a valuable vehicle for professional development. This paper examines the evidence behind those claims from several sources, including research and reports over the past two decades, information from a dozen state educational agencies regarding past and ongoing involvement of teachers in scoring‐related activities as of 2001, and interviews with educators who served a decade or more ago for one state's innovative performance assessment program. That evidence reveals that the impact of scoring experience on teachers is more provisional and nuanced than has been suggested. The author identifies possible issues and implications associated with attempts to distill meaningful skills and knowledge from hand‐scoring training and practice, along with other forms of teacher involvement in assessment development and implementation. The paper concludes with a series of research questions that—based on current and proposed practice for the coming decade—seem to the author to require the most immediate attention.  相似文献   

Measuring Socioeconomic Status at the School Level     

James H. McMillan  Gary T. Henry  Diane Crosby  Kent C. Dickey 《Educational Measurement》1995,14(1):15-21

Why is there an increased need for quantitative indicators of student socioeconomic status at the school level? What alternative approaches have been used to measure SES? Can principals accurately estimate the SES distribution of their student populations? How do their estimates correlate with other indexes o f family SES?  相似文献   

Nearsighted? farsighted? pragmatic? idealistic? “Charting a Course for the 21st Century”: the National Library of Medicine's long-range plan, 2006–2016     

Gail Yokote 《Journal of the Medical Library Association》2008,96(4):283-284

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Habituation of 10-year-old hockey players to treadmill skating     

Lockwood KL  Frost G 《Sports biomechanics / International Society of Biomechanics in Sports》2007,6(2):145-154

This study assessed changes in selected physiological and kinematic variables over 6 weeks of treadmill skating in an effort to understand the process of habituation to this novel training modality. Seven male, Atom-A hockey players who were injury-free and had no previous treadmill skating experience participated in the study. Players performed four 1-min skating bouts at progressively increasing speeds, each week, for 6 weeks. One speed (10.5 km/h) was repeated weekly to allow for assessment of the habituation process. Our criteria for habituation were: a decrease in stride rate, heart rate and rating of perceived exertion, and an increase in stride length, trunk angle and vertical movement of the centre of mass, leading to a plateau, over the course of the 6-week study. Significant decreases were seen in stride rate, heart rate and ratings of perceived exertion, and significant increases were found in stride length. Some of these changes were evident after only one week of training and all were present by week 4. After 6 weeks (24 min) of exposure to treadmill skating, all participants displayed a visibly more efficient skating style.  相似文献   

Jerome Karabel,The Chosen: The Hidden History of Admission and Exclusion at Harvard,Yale and Princeton     

Gail Heriot 《Academic Questions》2007,20(2):160-169

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Book Review: Mathematics & mathematics education: searching for common ground. Fried,M. N., & Dreyfus,T. (Eds.) (2014) Mathematics & mathematics education: searching for common ground     

Gail E. FitzSimons 《Educational Studies in Mathematics》2015,90(1):95-103

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Educational studies in mathematics book review: editor’s comment     

Gail FitzSimons 《Educational Studies in Mathematics》2015,90(2):213-213

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Cheating among elementary school children: A machine learning approach     

Li Zhao  Yi Zheng  Junbang Zhao  Guoqiang Li  Brian J. Compton  Rui Zhang  Fang Fang  Gail D. Heyman  Kang Lee 《Child development》2023,94(4):922-940

Academic cheating is common, but little is known about its early emergence. It was examined among Chinese second to sixth graders (N = 2094; 53% boys, collected between 2018 and 2019) using a machine learning approach. Overall, 25.74% reported having cheated, which was predicted by the best machine learning algorithm (Random Forest) at a mean accuracy of 81.43%. Cheating was most strongly predicted by children's beliefs about the acceptability of cheating and the observed prevalence and frequency of peer cheating at school. These findings provide important insights about the early development of academic cheating, and how to promote academic integrity and limit cheating before it becomes entrenched. The present research demonstrates that machine learning can be effectively used to analyze developmental data.  相似文献   

Editors’ comments     

M. Gail Shroyer  Carol A. Borchers 《Journal of Science Teacher Education》1995,6(1):i-i

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