Job crafting by students who work and study     

Creed  Peter A.  Hood  Michelle  Hu  Shi 《International Journal for Educational and Vocational Guidance》2020,20(2):331-349

International Journal for Educational and Vocational Guidance - Informed by a self-regulatory perspective, we tested a model (N = 233) in which job (e.g., autonomy), person (e.g.,...  相似文献   

Young Voices on Climate Change: The Paul F-Brandwein 2010 NSTA Lecture     

Lynne Cherry 《Journal of Science Education and Technology》2011,20(2):208-213

Lynne Cherry Brandwein Lecture March 2010 National Science Teachers Association (NSTA) Conference, Philadelphia, PA. Young Voices on Climate Change: Inspired and Empowered Youth Tackle Climate Science and Find Climate Solutions. As a child, Lynne Cherry was profoundly connected to the natural world and a special place. She watched the destruction of her world. Now, through her Young Voices on Climate Change project, she is trying to give teachers and young people the tools to prevent planetary meltdown on a greater scale. Global climate change is upon us and the need for education and action is immediate. Outreach, visual storytelling, and scientific understanding are especially necessary in light of the recent polls that show that the public is becoming more confused and less concerned about climate change. Cherry’s climate book, co-authored with photojournalist Gary Braasch, and her Young Voices on Climate Change films feature climate solutions. They’re about win–win—save the environment, protect human health, reduce global warming gases, demonstrate youth making a difference with practical tools, motivate engagement in climate science, take pride in increased science literacy, reach young people through their hearts as well as their minds, and save money. Although young people can help their parents, peers and communities understand climate science, they can also show them that reducing CO₂ is in their economic interest, and spur them to take action. School carbon reduction initiatives are spilling over into communities yielding measurable results in both global warming gas reductions and significant monetary savings.  相似文献   

Curriculum document update     

Philip Hood 《Curriculum Journal》2013,24(2):235-237

ABSTRACT

This paper explores the revolutionary and counter-revolutionary influences that are impacting on Polish schools and Polish planning for the curriculum. The paper looks, in particular, at the issue of school textbooks, the changing focus of state control and the impending impact of computer technology in transforming the politics of control.  相似文献   

Analysis of academic administrators’ attitudes: annual evaluations and factors that improve teaching     

Brian D. Cherry  Nathan Grasse  Dale Kapla  Brad Hamel 《Journal of Higher Education Policy & Management》2017,39(3):296-306

This article examines academic administrators’ attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process facilitates quality instruction. With increased pressure for accountability being placed on higher education, it is important to ensure that we are meeting both public and academic expectations. The evaluation process is an important tool to ensure the university’s goals and values are articulated and that academics can be successful in their individual career paths. The problem is most research finds flaws with the current method of evaluation, and academics and academic administrators are sceptical about the process and results. We find there are environmental factors that influence academic administrators’ perceptions of academic evaluations and the ability to improve classroom instruction.  相似文献   

Student perceptions of the information professions and their master's program in information studies     

Joan M. Cherry  Wendy M. Duff  Nalini Singh  Luanne Freund 《Library & information science research》2011,33(2):120-131

Library and information (LIS) education is undergoing a major transformation. During this time of change, there is a pressing need for data from all stakeholder groups to support strategic decisions within individual schools and across the discipline as a whole; students are a key stakeholder group. This paper reports on a 4-year study of master's students enrolled in an institution undergoing a transition toward an iSchool. The self-administered questionnaire was distributed to students enrolled in the Master of Information Studies program at the University of Toronto eight times: to incoming students in the fall term for 4 years, and to the entire student body in the spring term of those same years. The data collected from approximately 1000 questionnaires indicate that students arrive excited about the information professions and optimistic about employment opportunities. As they progress through the program, however, many are not satisfied with professional aspects of their program. They want courses that prepare them for their first professional position, and opportunities to gain experience, which they believe will increase their employability. The data from the 4-year period revealed fluctuations over the years, which indicates the value of examining longitudinal data.  相似文献   

Research methods for human resource management     

Cheryl Brook  Cherry Hood 《Action Learning: Research and Practice》2014,11(3):399-402

  相似文献   

海派复旦     

Cherry Huang 《大学生》2013,(9):32-33

正坐落于沪江之滨的复旦,教授举止容姿都颇得魏晋风骨,学生中则多思想驰骋的实干家,这里比校训更出名的是"孵蛋精神"——自由而无用的灵魂。无拘的复旦,眉眼间自有一番海派风情。春色太好,不想教课了复旦大学又被戏称为"孵蛋大学",我校不是中国知名度最高的大学,也没有赏心悦目的海景校园,旦苑食堂特产的"哈密瓜炒苦瓜"和一路之隔的兄弟大学同济"大鸡排"相比,美味程度还是解放前后的差距。但复旦人偏不很看重  相似文献   

University Educator Mindsets: How Might Adult Constructive‐Developmental Theory Support Design of Adaptive Learning?     

Cherry Stewart  Brenda Wolodko 《Mind, Brain, and Education》2016,10(4):247-255

This article explores Robert Kegan's adult constructive‐developmental (ACD) theory. We compare these ideas to the way educators at each of Kegan's meaning‐making levels might plan, implement, and assess digitally enhanced teaching activities. Using Drago‐Severson's interpretation of Kegan's concepts, the authors propose that behaviors of university teaching practitioners indicate mindsets evident at four ACD levels—instrumental, socialized, self‐authoring, and self‐transforming. Higher education professional development literature has identified a significant gap in practitioner implementation of interactive strategies using digital tools. If university practitioners increase their mental complexity they may become more adaptive in the application of interactive pedagogies and digital technologies. Adaptive approaches might cultivate new pedagogies supporting and challenging students toward more complex and flexible qualities of mind.  相似文献   

Negotiating colonial structures: challenging the views of Pakeha student teachers     

Cherry Bertanees  Christina Thornley 《Asia-Pacific Journal of Teacher Education》2004,32(2):81-93

This paper describes an attempt to address, through pre‐service teacher education, the complex interaction of the ideologies carried by schooling, the denial of the rights of Maori as promised by the Treaty of Waitangi and the underachievement of Maori children in New Zealand schools. It is set in the context of an action research project that sought to reveal student teachers' responses to this component of their degree programme. The authors describe how, as teacher educators, their teaching evolved in response to the research findings through three distinct phases.  相似文献   

Minority students vs. majority faculty and administrators in teacher education: Perspectives on the clash of cultures     

Dr. Laurence Parker  Stafford Hood 《The Urban Review》1995,27(2):159-174

This paper strongly suggests that the views of minority students must be included in any meaningful assessment of teacher preparation programs' efforts to address racial diversity. The project was initiated during the 1990–91 academic year by interviewing minority juniors and seniors (total of 24), selected faculty, and administrators (deans, associate deans, department chairs) at two colleges of education as well as extensive document reviews. Intermittent follow-up interviews and document reviews continued through the 1993–94 academic year. These minority students did not feel that their teacher preparation programs had adequately prepared them to teach in racially diverse settings. Faculty and administrators agreed with the contention of the students but also pointed to a few tangible efforts that had been initiated to rectify this problem.  相似文献