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1.
Gender segregation by field in higher education 总被引：1，自引：0，他引：1
Michael R. Ransom 《Research in higher education》1990,31(5):477-494
In this paper I analyze the level of gender segregation by field in higher education, using indexes of segregation from the literature of economics and sociology. While in recent years women have begun to penetrate many of the fields that had been almost exclusively male, the reduction in the overall level of segregation by field in colleges and universities has been small. Analysis of data from nationwide surveys of college and university faculties suggests that segregation decreased modestly during the early 1970s, but that there has been little if any decline in more recent years. Furthermore, analysis of doctorate degrees granted in the mid-1970s and mid-1980s indicated that the overall level of segregation has actually increased, in spite of a noticeable integration of traditionally male fields. 相似文献
2.
Sister Mary Ransom S.C.N. 《College Teaching》2013,61(1):19-20
ABSTRACTThis article describes the development, implementation, and systematic evaluation of a public health pedagogy course for first-time graduate student instructors in a Health Behavior doctoral program at a Midwestern School of Public Health. The pedagogy course focused on intensive pedagogical training in the first 8 weeks of a 16-week semester and then served as a forum for reflection and feedback during the second 8 weeks, when the enrolled graduate students served as either instructors of record or graduate teaching assistants for introductory health courses. Course participants (N = 7) completed anonymous pre-, mid- and post-course online surveys that assessed general teaching skills, discipline-specific teaching skills, and desire to pursue scholarship of teaching and learning (SoTL) activities. Participants' teaching self-efficacy increased for almost all survey items throughout the semester, particularly related to the instruction of health courses. Participants reported positive perceptions of the course and described it as essential for their teaching practice. This research study contributes to and expands upon the interdisciplinary study of the benefits of graduate level pedagogy courses and offers the first known assessment of a pedagogy course in the public health discipline. 相似文献
3.
This article focuses upon the quality and scholarship of teaching as it pertains to educational and faculty development. We
outline what more than 200 faculty members at one institution have done over a 3-year period to make significant and sustained
improvements in their teaching, surprisingly with minimal effort. The top three factors leading to improvement were active/practical
learning, teacher/student interactions, and clear expectations/learning outcomes. We provide practical applications for change
and suggestions for future research.
Whitney Ransom McGowan is a Ph.D. candidate at Brigham Young University (BYU), and she received an M.S. degree in Instructional Psychology & Technology
from BYU. She is currently a research assistant for the Assistant to the Academic Vice President at BYU and also performs
research at the Center for Teaching & Learning. She can be contacted at whitney.ransom@gmail.com.
Charles R. Graham is an Associate Professor of Instructional Psychology and Technology at Brigham Young University with a focus on technology-mediated
teaching and learning. Graham received his Ph.D. in Instructional Systems Technology from Indiana University. He received
his M.S. degree in Electrical and Computer Engineering from the University of Illinois and his B.S. degree in Electrical and
Computer Engineering, from BYU. He is particularly interested in studying the design and evaluation of blended learning environments.
He can be contacted at charles_graham@byu.edu. 相似文献
4.
Jackson, Philip W. Life in the Classrooms. Holt, Rinehart & Winston, Inc.; 1968, 177 pages. Reviewed by E. Graham Pogue. Chall, Jeanne S. Learning to Read: The Great Debate. New York: McGraw Hill Publishing Co., 1967. Reviewed by Peggy Ransom. 相似文献
5.
6.
A study of reading readiness 总被引：1，自引：1，他引：0
Katharine A. Ransom 《Peabody Journal of Education》2013,88(4):276-284
7.
The Urban Review - One segment of the student population that is regularly and systematically ignored is Black male students labeled “overage, under-credited” (OA/UC) based on their age... 相似文献
8.
Leslie S. Keiler Raffaella Diotti Kara Hudon Julia C. Ransom 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):126-155
ABSTRACT Our study contributes to understanding teacher mentoring by exploring impacts of feedback from multiple mentoring sources as teachers with varying levels of experience learned to implement student-centered instruction. Mentees in our study learned to implement a student-centered model, supported by mentoring from students and teachers experienced in the model. We employed qualitative methods to collect and analyze data from two summer schools, with 22 STEM teachers and 47 student-instructors from 15 non-selective, public high schools. Findings include: (a) teachers had positive attitudes towards feedback, (b) feedback from multiple sources changed practice, (c) effective feedback required structure, (d) experienced teachers benefited most from feedback, and (e) student feedback was most valuable. These findings provide strategies to shape future mentoring, informing teachers, administrators, professional development coaches, and teacher educators about critical factors in the use of feedback to improve teaching through mentoring. 相似文献
9.
Peggy Ransom 《The Teacher Educator》2013,48(3):26-27
If you teach reading and do not belong to a local council of I.R.A., you may be missing an important source of information. 相似文献
10.
BACKGROUND: To determine whether CT-detected cerebral infarct in young children is associated more often with abuse or unintentional head injury. METHODS: Retrospective case-control study of injured children under age 6 who had abnormal initial head CT scans and who were admitted to the only Level I pediatric trauma center in Washington State for closed head injury (CHI) from January 1, 1992 to December 31, 1998. RESULTS: Fifteen children developed cerebral infarct after CHI during the 7 year period. These cases were compared to 53 controls (those who did not develop infarct). After adjusting for the presence of SDH and for severity of injury, patients with infarcts were six times more likely to have been abused than patients without infarcts (OR 6.1; 95% CI, 1.02-36.0). CONCLUSIONS: Cerebral infarct after CHI appears to result more frequently from abuse than unintentional injury in young children. 相似文献