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Suzanne Rice 《Learning Inquiry》2007,1(2):107-113
This article examines the moral dimensions of listening, paying special attention to the ways in which individuals’ particular
situation bears on their perception. Listening, on the account offered here, is a moral endeavor, with consequences for the
listener, as well as for those listened to. 相似文献
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Ronald E. Rice 《The Information Society》2005,21(4):285-299
This study summarizes prior reviews of new media and Internet research, and the growth of the term Internet in academic publications and online newsgroups. It then uses semantic network analysis to summarize the interests and concepts of an interdisciplinary group of Internet researchers, as represented by session titles and paper titles and abstracts from the 2003 and 2004 Association of Internet Researchers conferences. In both years, the most frequent words appearing in the paper abstracts included Internet, online, community, social, technology, and research. The 2003 papers emphasized topics such as the social analysis/research of online/Internet communication, community, and information, with particular coverage of access, individuals, groups, digital media, culture; role and process in e-organizations; and world development. The 2004 papers emphasized topics such as access; news and social issues; the role of individuals in communities; user-based studies; usage data; and blogs, women, and search policy, among others. 相似文献
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Professors from across the academic disciplines at Council for Christian College & Universities (CCCU) institutions have traditionally excelled in their teaching. In recent years, CCCU faculty have also increasingly been expected to conduct research and to publish scholarly work. As CCCU institutions expand research and scholarship expectations for faculty, we must also provide the requisite support for professors to be effective in this work. In this article, we highlight institutional practices to encourage, support, and celebrate scholarly writing and research by faculty. Drawing upon findings from Zuidema's 2016 survey of CCCU chief academic officers, we offer benchmark practices for communicating expectations, offering tangible supports and resources, augmenting accountability measures with formative feedback, and recognizing and celebrating scholarship. Against this backdrop, we highlight practical, affordable strategies used at Point Loma Nazarene University (PLNU) in California and Dordt College in Iowa, two CCCU institutions that have increased expectations for scholarship in recent years. Through these illustrations, we aim to inspire new and creative strategies for supporting scholarship by showing how these practices are an outgrowth of a developmental philosophy of leadership that seeks to invest in the core resource of CCCU institutions: the faculty. 相似文献
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The following books are reviewed. Value and validity in action research: a guidebook for reflective practitioners EILEEN M. SCHWALBACH (2003) London: Scarecrow Press 121 pp., ISBN 1 57886 017 2 (pb), £10.22 Supporting Teachers, Supporting Pupils D.F. WILSON, 2004 London: RoutledgeFalmer 184 pp., ISBN 0 415 33522 1 (hb), £65, 0 415 33523 X (pb), £22.50 相似文献
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Cynthia R. Chambers Michael L. Wehmeyer Yumiko Saito Kerry M. Lida Youngsun Lee Vandana Singh 《Exceptionality》2013,21(1):3-15
Abstract Promoting self-determination has become an important aspect of the educational programs of students with disabilities. There is now a sufficient literature base to support some syntheses that enable researchers to judge their progress in this area to date and to provide direction for future research and practice. For this study, we conducted a literature review of studies that measured or examined global self-determination. 相似文献
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Title IX and Retaliation: The Impact of Jackson v. Birmingham Board of Education on Higher Education
Kerry Brian Melear 《Journal of Personnel Evaluation in Education》2007,19(3-4):91-103
In 2005, the United States Supreme Court rendered a closely divided opinion that extends the protections against discrimination
provided by Title IX of the Education Amendments of 1972 to include a private cause of action for retaliation in Jackson v. Birmingham Board of Education. Therefore, “whistleblowers,” or employees who report allegedly discriminatory practices, can file suit against employers
who retaliate against them on the basis of their complaints under the auspices of Title IX, which prohibits discrimination
“on the basis of sex” by recipients of federal education funds. Unlike other federal anti-discrimination laws such as Title
VII of the Civil Rights Act of 1964, retaliation is not expressly mentioned within the text of Title IX, and the Supreme Court
reasoned that the broad language of the statute encompasses implied protections against retaliation, regardless of the gender
of the employee who alleges retaliatory action. As a result of Jackson, the first generation of litigation against colleges and universities under this expanded standard has begun to navigate
the federal courts. This article analyzes the Supreme Court’s opinion in Jackson and the related cases representing the first application of the retaliation standard articulated therein to colleges and
universities. The article concludes with suggestions for insulation from liability associated with alleged retaliation claims
against administrators and educational institutions. 相似文献