INFLUENCE OF ASCRIBED AND ACHIEVED SOCIAL STATUSES,VALUES, AND REWARDS ON JOB SATISFACTION AMONG COMMUNITY COLLEGE FACULTY     

Gary L. Filan  Morris A. Okun  Robert A. Witter 《Community College Journal of Research & Practice》2013,37(2):113-122

Research on job satisfaction among community college faculty has been largely atheoretical. The present study examined the contribution of four sets of factors to explaining faculty job satisfaction in the community college. According to Kalleberg's (1977) theory of job satisfaction, employee's affective reactions to their jobs are largely determined by ascribed social statuses, achieved social statuses, job values, and job rewards. A random sample was drawn of 371 full‐time faculty from a multi‐campus community college district located in a metropolitan area in the Southwest. Nonresponses and partial responses resulted in an effective sample size of 261. A correlation analysis revealed that institutional age and physical safety job value were significantly, inversely related to job satisfaction and that all job rewards were significantly, positively related to job satisfaction. A simultaneous multiple regression analysis indicated that institutional age was a significant, inverse predictor of job satisfaction and that chronological age, and the good supervision and work itself job rewards were significant, positive predictors of job satisfaction. Of the variation in job satisfaction scores accounted for by all predictors, approximately 5% may be attributed to ascribed and achieved social statuses and to job values, and 48% to job rewards. For faculty in the district we surveyed, the keys to promoting job satisfaction would be to enhance the satisfying aspects of the work itself and good supervision. Programs which afford faculty who are less than satisfied with their jobs opportunities to be “origins” rather than “pawns” may be beneficial.  相似文献   

A STUDY OF JUNIOR AND COMMUNITY COLLEGE HISTORY INSTRUCTORS IN THE SOUTH     

Gary S. Rush  Raymond N. Maumus 《Community College Journal of Research & Practice》2013,37(1-4):205-213

Instructors in community and junior colleges within the Southern Association of Colleges and Schools’ accrediting region were the focus of this study to determine characteristics and activities of those teaching history. A questionnaire was mailed to each history instructor in 88 of the 285 institutions in the region. A total of 230 instructors responded. After data were compiled and analyzed, it was determined that the typical history instructor in the region is a married, middle‐aged male who is Southern born and bred, and holds at least a master's degree in history. He has been in his present position for at least 10 years, coming to the present position from the high school ranks. The lecture method is used in teaching the 13‐to 15‐credit‐hour average load. Teaching is the primary activity of history instructors, with research and service not a part of usual expectations.  相似文献   

Sexual orientation topics in elementary teacher preparation programs in the USA     

Todd Jennings  Gary Sherwin 《Teaching Education》2013,24(4):261-278

  相似文献   

Brokering dialogue between secondary students and teachers to co-construct appropriate pedagogy in reduced-size classes     

Gary James Harfitt 《Teachers and Teaching》2013,19(2):212-228

This study focuses on how two teachers working in reduced-size secondary classes of the same grade adapted their pedagogy as a result of a brokered dialogue between myself as researcher and 43 grade 10 students from the teachers’ classes. Research was carried out over the course of one academic year. First, students’ perspectives on studying in a reduced-size class were elicited before they were invited to suggest ways of improving the teaching and learning. These interviews were transcribed and given to the teachers of these classes. Next, these teachers were interviewed to gauge their opinions on what the students had reported in the earlier interviews. At a later stage, their teaching was observed to determine whether, and to what extent, the two teachers had attempted to incorporate changes based on the feedback from pupils. The study showed that the pupil voice is a very powerful and constructive trigger for enacting teachers’ pedagogical change and developing our understanding of students’ learning processes. Findings demonstrate that teachers responded positively to their students’ perspectives despite initial apprehensions. Implications for professional development and good practices in reduced-size classes are also presented.  相似文献   

健康传播研究常模:理论框架与学术逻辑——以“HINTS中国”调研项目为例     

喻国明  潘佳宝  Gary Kreps 《编辑之友》2017,(11)

文章以健康传播研究为范本,建构了一个具有普遍示范意义的应用传播学的研究大纲和分析模式.健康传播的研究一般沿着两个维度展开:一是传播的效应维度,分为健康信息的触达与认知、健康观念的形成与演化、健康行为的启动与培育三个层次;二是传播的社会维度,分为微观个体性因素对健康传播与信息加工的影响、中观群体性因素对健康传播与信息加工的影响、宏观社会性因素对健康传播与信息加工的影响三个方面.文章基于发轫于美国的“健康信息全国趋势调查”,并结合我们在中国HINTS调查所获得的研究经验,较为详尽地探讨了如何对调查数据进行深度价值挖掘,以及其所依照的十个相关理论模型的框架和范式.  相似文献   

Integrating Writing into the Early Childhood Curriculum: A Frame for Intentional and Meaningful Writing Experiences     

Gary E. Bingham  Margaret F. Quinn  Kyla McRoy  Xiao Zhang  Hope K. Gerde 《Early Childhood Education Journal》2018,46(6):601-611

Despite the importance of early writing development to children’s school success, research documents that early childhood teachers spend little time actively supporting children’s writing development in preschool classrooms. This article provides a framework for integrating writing experiences across the early childhood curriculum. Practical examples are given regarding how writing opportunities can be incorporated into existing activities and play settings. The metaphor of backgrounding and foregrounding writing experiences is used to illustrate ways that teachers can set writing rich environments and activities in a manner that makes it easier for teachers to bring these experiences into everyday learning opportunities. Attention is given to how teachers can bring writing to the foreground of the curriculum by drawing attention to writing materials, making natural connections with children’s interest and play, and scaffolding children’s early writing attempts and experiences.  相似文献   

Prose-relevant pictures and older learners’ recall of written prose     

Gary J. Anglin 《Educational technology research and development : ETR & D》1986,34(3):131-136

Research examining the contribution of pictures to young children’s recall of prose materials suggests that pictures can be used to facilitate the recall of information presented in prose passages. Can the positive effects found with young children be extended to older learners? If picture effects are present, are they durable over time? Data collected from two experiments conducted with college students provide evidence for an affirmative answer to both questions.  相似文献   

Toward collaborator selection and determination of data ownership and publication authorship in research collaborations     

Besiki Stvilia  Charles C. Hinnant  Shuheng Wu  Adam Worrall  Dong Joon Lee  Kathleen Burnett  Gary Burnett  Michelle M. Kazmer  Paul F. Marty 《Library & information science research》2017,39(2):85-97

This study examined factors that might affect researchers' willingness to collaborate with a specific researcher and the priorities given to those factors. In addition, it investigated how researchers determined the ownership of collaborative project data and how they determined the order of authorship on collaborative publications in condensed matter physics. In general, researchers rated their intrinsic motivations the highest, such as the quality of ideas a potential collaborator might have and their satisfaction with a past collaboration, followed by their extrinsic motivations, such as the complementary knowledge, skills, or resources the collaborator could provide. In addition, researchers who had a greater number of collaborative projects and researchers who had served as a project PI or co-PI valued the deep-level, personality-related characteristics of a collaborator higher than did those who had not. Younger researchers were more risk averse and more concerned with a collaborator's reputation and the possible cost of a collaboration decision. Additionally, younger researchers indicated more often than older researchers that they did not know whether their project teams followed any rules or norms or engaged in negotiation to determine the order of authorship on collaborative publications.  相似文献   

Pupils’ attitudes towards school science as they transfer from an ICT-rich primary school to a secondary school with fewer ICT resources: Does ICT matter?     

Gary Beauchamp  John Parkinson 《Education and Information Technologies》2008,13(2):103-118

The first part of this study was carried out in a primary school in a rural part of Wales in the United Kingdom. All classrooms were equipped with interactive whiteboards (IWBs) linked to a teacher’s computer and six PCs for pupil use. Teaching through ICT was the prevalent culture in the school. Thirty year six pupils [aged 10–11 years] were selected at random from the final year cohort and were interviewed to determine their views about school science and their views about the teaching methods employed. The pupils moved to a medium sized secondary school where the teachers were beginning to develop their ICT skills and the availability of the computers was limited. The group was re-interviewed after 3 months, once they had settled in to their new school, and were again asked their views about school science and the way it was taught. While in the primary school, pupils expected to use ICT in every lesson, they enjoyed the way information was presented and they were interested in finding things out for themselves when given the opportunity. The lack of ICT in the secondary school caused some frustration, but this was mostly with the teaching of ICT, and the group remained predominantly enthusiastic about science. Those who were less keen on science indicated that it was a teacher factor rather than anything to do with the resources being used. In general the pupils particularly enjoyed the practical aspects of science lessons, something that they had not experienced in the primary school, which compensated for the relative lack of ICT in science teaching.  相似文献   

Competencies for port and logistics personnel: An application of regional human resource development     

Young-sik Ahn  Gary N. McLean 《Asia Pacific Education Review》2008,9(4):542-551

Human resource development for regional strategic industries is an emerging emphasis for the development of industries that have growth potential. This article identifies competencies and expertise levels needed by port and logistics industry personnel, a sector that has growth potential in Busan, South Korea. The research consisted of expert interviews to develop a competency survey. Six competency clusters and 16 sub-competencies were developed. This research was useful in the development of an educational program and suggests ways in which regional human resource development (RHRD) can be used.  相似文献