ABSTRACTHuman resource development professionals in Higher Education are continually striving to develop efficient interventions to increase the capabilities of their leaders. As a result of evaluating feedback from an action learning (AL) programme designed and delivered in North West Higher Education Institutions in the UK for women in senior academic and professional service roles, we are able to share how AL can be utilised to transcend and supplement traditional leadership training. The article discusses the approach taken to support participants to develop vital leadership behaviours through the acquisition of critical questioning and reflective habits whilst developing strong supportive cross-institutional relationships with other higher education leaders. 相似文献
Editor's Note: On 20 July 1995 the Board of Regents of the University of California voted to end the use of race, gender, and ethnicity
in student admissions and in faculty and staff hiring. Before the vote, thirty-one “elected and other public figures” were
scheduled to address the Regents briefly on the subject of affirmation action. Governor Pete Wilson (ex officio president of the Board) was allocated several of the thirty-one slots. Among those he invited to speak was NAS member John
M. Ellis. We present Professor Ellis’s remarks below. 相似文献
This paper results from research examining pre-service teacher development in relation to experiences of mentoring during the Professional Experience component of their programme. The paper focuses on the interplay between pre-service teachers’ personal aspirations for their own practice and identity and their perceptions of more socialized and formalized institutional requirements. The paper highlights the developmental potential of dialectical interactions between these ‘inside out’ and ‘outside in’ perspectives on pre-service teachers’ practice and identity, drawing on psychoanalytic theory in order to gain insights into this process by viewing the pre-service teachers wishes and aspirations for their practice and identities as manifestations of the Lacanian (‘inside out’) ideal ego; whilst the school culture and the mentor teachers’ (actual and anticipated) comments and judgements are read as representations of the (‘outside in’) ego ideal. The paper concludes with considerations of how universities and schools, pre-service teachers and mentors, might be encouraged to recognize the need for a sustained and open-ended dialectic between the ego ideal and the ideal ego in ways that might enrich the professional identities available to pre-service teachers. 相似文献
Young children spend a high proportion of their time at childcare sitting. Reducing sitting time or breaking up prolonged periods of sitting may be positively associated with health outcomes among children. The purpose of this study was to identify childcare educators’ perceptions of what environmental and policy modifications could be made within early childhood education and care (ECEC) settings to reduce sitting time among children during childcare. Eighty-seven educators from 11 ECEC centres participated in 11 focus groups between September 2013 and November 2013. Each focus group was audio-recorded and transcribed verbatim. A semi-structured schedule was developed to investigate the educators’ perceptions of the influences on children’s sitting time at childcare. A problem–solution tree was developed to determine potential solutions for reducing total and prolonged sitting time in young children at childcare. Most educators were unaware of the high levels of sitting time among young children. Educators identified that childcare practices, the physical environment and the weather were factors that influenced children’s sitting time. Potential solutions to reduce sitting time were to break-up prolonged sitting time by using movement breaks, standing desks, movement transitions between activities, relocating key facilities around the space to promote movement, and integrating movement during learning activities. Also, educators suggested that posters could be used to increase awareness among educators about the benefits of reducing sitting time. Educators identified key practices that could be modified to reduce young children’s sitting time in childcare. These potential solutions should be evaluated to understand their effectiveness. 相似文献
Education and Information Technologies - Collaborative activities are a method used in higher education to develop the higher-order skills that students need to succeed in today’s workforce.... 相似文献
This article is about the deaf education methods debate in the public schools of Toronto, Canada. The author demonstrates how pure oralism (lip-reading and speech instruction to the complete exclusion of sign language) and day school classes for deaf schoolchildren were introduced as a progressive school reform in 1922. Plans for further oralist reforms in 1945 brought significant opposition from a deaf political organisation – the Ontario Association of the Deaf (OAD).
The author situates the Toronto battle over methods between progressive educators and deaf people in the longer historical and larger transnational context of debates over oral and manual methods. The author’s examination of the Toronto methods debate raises and answers crucial critical questions about the contested nature of progressive school reforms by examining grassroots responses to reform. The author also places significant emphasis on the effects of reforms on deaf young people who received instruction. The pure oralist method was never as successful for deaf young people as oralists claimed it could be. Yet deaf youngsters felt more ambivalent about the methods than hearing school officials and parents, and deaf adults, did. Historical issues in deaf education that the author examines continue to be controversial today. 相似文献
OBJECTIVE: Child sexual abuse (CSA) has been associated with adverse adult psychosocial outcomes, although some reports describe minimal long-term effects. The search for explanations for the heterogeneous outcomes in women with CSA has led to an examination of a range of CSA-related factors, from the severity of individual CSA incidents to the childhood family environment. This study compares three factors for predicting adult outcomes: a multidimensional CSA Severity Scale, the presence or absence of CSA, and family environment. METHODS: The effect of CSA on adult outcomes was examined among 290 community-dwelling women raised in intact families. Standardized measures and a focused interview were used to collect data, with siblings as collateral informants. RESULTS: Comparison of a multidimensional CSA Severity Scale to a dichotomous measure of the presence or absence of CSA showed that the Severity Scale did not have greater predictive value for adult outcomes than the dichotomous measure, nor was it as parsimonious. Childhood family environment scales added significantly to the predictive ability of the dichotomous measure. CONCLUSION: The specific characteristics of a CSA experience may be less important than the occurrence of CSA and the family environment of women for predicting long-term outcomes. 相似文献
Breakthrough is a new publicationproviding teachers with informationand activities about scientists pastand present. This short paper discusses theneed for such resources and describesinitial attempts to meet that need on aregular basis. 相似文献