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1.
Adrianna Kezar 《Innovative Higher Education》2011,36(4):235-247
This article examines a common problem in higher education – how to create more widespread use of improved practices, often
commonly referred to as innovations. I argue that policy models of scale-up are often advocated in higher education but that
they have a dubious history in community development and K-12 education and that higher education leaders should shirk policymakers’
push to use a scale-up model of change. These thoughts are conceptual and are based upon a critical review of literature in
community development and K-12, but I also draw upon empirical data in reviewing examples of widespread use of innovations
in higher education. 相似文献
2.
Adrianna Kezar Peter Eckel Melissa Contreras-McGavin Stephen John Quaye 《Higher Education》2008,55(1):69-92
Research demonstrates that leadership, particularly among presidents, is important for moving a diversity agenda forward and make appreciable progress on it. The research questions pursued here are: What is the role of the college president in advancing a diversity agenda? What strategies do presidents identify as important to facilitating a diversity agenda? There were three main findings: (1) strategies are deployed in a non-linear way best represented through a web metaphor, (2) six sets of actors that serve as key nodes on the web and specific strategies were crucial to enhancing and deepening the web-developing an internal network, hiring, mentoring, partnering with faculty on the curriculum, supporting student affairs staff, working directly with and learning from students, and establishing external networks; and, (3) strategies within the human resource frame are noted by presidents as particularly important to moving a diversity agenda forward. 相似文献
3.
Three studies look at whether the assumption of causal determinism (the assumption that all else being equal, causes generate effects deterministically) affects children's imitation of modeled actions. These studies show even when the frequency of an effect is matched, both preschoolers (N = 60; M = 56 months) and toddlers (N = 48; M = 18 months) imitate actions more faithfully when modeled actions are deterministically rather than probabilistically effective. A third study suggests that preschoolers' (N = 32; M = 58 months) imitation is affected not just by whether the agent's goal is satisfied but also by whether the action is a reliable means to the goal. Children's tendency to generate variable responses to probabilistically effective modeled actions could support causal learning. 相似文献
4.
This article suggests the importance of experiential knowledge and/or engagement of the researcher for developing understanding. One way to ground researchers' theoretical derived understanding is to conduct a pilot study. The hermeneutic circle, as described by Heidegger, provides a framework for understanding the importance of pilot studies; it suggests that a person must have a practical sense of the domain within which a phenomenon is situated in order to develop understanding. In this article, I present the many meaningful revisions to the theoretical framework and methodology that a pilot study allowed me to make within the research project. Two important implications that contribute to higher education research and practice are offered: (1) it illustrates the importance of grounding the research process in practical activity, and (2) it highlights how reflection can help to improve our research practice. 相似文献
5.
Adrianna Kezar and Hannah Yang argue that financial literacy is both an important life skill and a critical intellectual competency. 相似文献
6.
Adrianna Kezar 《About Campus》2007,11(6):13-18
Ethos, the fundamental character of a culture that underlies its beliefs and customs, can create strong emotional attachments if it is thoughtfully conceived and carefully nurtured. Adrianna Kezar describes how several institutions tend this fundamental character, with positive results for student engagement. 相似文献
7.
Krzysztof Jaskułowski Piotr Majewski Adrianna Surmiak 《British Journal of Sociology of Education》2018,39(1):77-91
This article aims to analyse Polish history teachers’ understanding of the role of teaching history. Drawing on the results of qualitative research conducted in Wroclaw, we argue that teachers see history education through the prism of nationalism. Teachers construct the past in equivocally nationalist terms. They regard nationalist representations of the past as taken for granted. Moreover, teachers reproduce a dominant nationalist discourse by using history to promote the idea of the homogeneous nation. We argue that teachers see their role primarily in terms of imposing the dominant structures of collective memory on the pupils. We also discuss the differences between teachers pertaining to the understanding of the concept of the nation, the way of teaching Polish history and the type of obligation towards the nation. We also demonstrate that teachers do not see a contradiction between history defined as an objective science and history understood as a ‘nationalising’ tool. 相似文献
8.
Research in Higher Education - There are few accounts in the higher education literature of mixing methods at the survey design stage and very little guidance targeting higher education researchers... 相似文献
9.
Jamie L. Hanson Alysha D. Gillmore Tianyi Yu Christopher J. Holmes Emily S. Hallowell Allen W. Barton Steven R.H. Beach Adrianna Galván James MacKillop Michael Windle Edith Chen Gregory E. Miller Lawrence H. Sweet Gene H. Brody 《Child development》2019,90(4):1389-1401
The stressors associated with poverty increase the risks for externalizing psychopathology; however, specific patterns of neurobiology and higher self-regulation may buffer against these effects. This study leveraged a randomized control trial, aimed at increasing self-regulation at ~11 years of age. As adults, these same individuals completed functional MRI scanning (Mage = 24.88 years; intervention n = 44; control n = 49). Functional connectivity between the hippocampus and ventromedial prefrontal cortex was examined in relation to the intervention, gains in self-regulation, and present-day externalizing symptoms. Increased connectivity between these brain areas was noted in the intervention group compared to controls. Furthermore, individual gains in self-regulation, instilled by the intervention, statistically explained this brain difference. These results begin to connect neurobiological and psychosocial markers of risk and resiliency. 相似文献
10.
ABSTRACT Little research examines scaled culture change attempted across a network of institutions moving toward more enterprise-level changes. This study attempts to fill that gap by studying the American Association of Universities (AAU) Undergraduate science, technology, engineering, and mathematics (STEM) Initiative and its attempt to scale culture change related to improving STEM teaching across the entire AAU network. The findings show that culture change was being facilitated through AAU’s development of institutional logics that created a new and compelling value system for campuses. However, the logics and conversations had not translated into widespread changes in institutional practices, policies, and structures. The study also identifies hidden values that can play a role in stalling scaled culture change. 相似文献