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1.
王倩 《石家庄师范专科学校学报》2013,(5):11-18
我国国有部门和非国有部门间工资差异既表现在均值水平上,还表现在不同收入层上,并且收入层越高工资差异越大;受教育水平和个人特征等变量确实能解释工资差异中一部分,但仍有相当大部分工资差异无法解释．造成该部分无法解释的原因是不同部门工资决定机制的差异。同时,不同地区不同收入层的国有部门和非国有部门间工资差异十分显著,女性的部门工资差异显著大于男性,高收入层的男性部门工资差异为负。 相似文献
2.
Teachers are more likely to be found in rural communities and low-wage metropolitan areas than are college-educated workers in other occupations. This analysis explores the extent to which the geographic distribution of teachers explains the relatively low average wage found in other studies. The analysis suggests that excluding geographic indicators from the analysis downwardly biases estimates of relative teacher wages. One important implication of these findings is that researchers should pay attention to geographic wage variations when making earnings comparisons between teaching and other occupations. 相似文献
3.
This paper examines the effect of teacher relative wages and teacher wage dispersion on high school graduates’ preferences for teaching majors in College. This approximation to teacher quality is appropriate in a country like Venezuela as opposed to the US since the rigidity of the tertiary school system significantly limits mobility between majors. I combine data from the national college entrance examination from 1984 to 2003 with labor market data from the household surveys to construct a panel of data for quintiles of the test score distribution and age groups by states. The results suggest that teacher wage premia and wage dispersion have little effect on the quality mix of applicants to teaching. Most students’ preference for teaching is unresponsive to wage levels relative to other occupations and to wage growth prospects within teaching. If wages have a positive effect on the performance of educational systems, this paper argues that it is unlikely to be through the selection of the most talented individuals. 相似文献
4.
Cross-cultural immersion experiences have been considered to be an effective way to prepare American pre-service teachers for culturally responsive pedagogical practices. The literature review shows few studies have investigated pre-service teachers' cross-cultural experiences in non-English speaking countries, specifically Asian countries. This qualitative study examined ten American elementary pre-service teachers' teaching and learning experiences in China. Five themes emerged from the data analysis: understanding and respecting Chinese culture; developing empathetic dispositions towards non-English speaking students; exchanging teaching strategies and resources; reflecting on professional and personal growth; and initiating a proactive stance as culturally responsive change agents. Additionally, the study revealed that having two separate Chinese field placements may have differing pre-service teachers' teaching and learning experiences. Varying types of opportunities to study abroad are on the rise. Recommendations are provided for the type of cultural immersion experience that encourages neophyte educators to not only learn about others, but also learn from and with others. 相似文献
5.
《Studying Teacher Education》2013,9(3):308-319
ABSTRACTThere has been strong advocacy for teacher educators to be culturally responsive in their teaching, but less attention has been focused on the process and journey of becoming more culturally responsive. In this self-study, two teacher educators enrolled in a year-long, foundation-level Māori language course to learn the indigenous language of their country. Putting themselves into roles as students in a bicultural context was a powerful way to learn about Māoritanga and culturally responsive pedagogy, which they then applied in their own teaching. Data were generated through regular reflective journal entries, with significant moments being identified, discussed, and shared with their critical friend. Discussion highlighted that interactions in a bicultural context generated a great deal more than rudimentary language skills. By incorporating aspects of their experiences into their teaching, Dawn and Alan were able to examine the rationale for their actions as an important commitment to modelling culturally appropriate pedagogy for their students. They acknowledge that their status will always be as “other” but they have respectfully navigated paths to ensure that they practice in ways that are sensitive and appropriate to their rich bicultural context. 相似文献
6.
Sharon McDonough 《Studying Teacher Education》2017,13(3):241-256
The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of schools and universities. Drawing on a self-study conducted over a one-year return to teaching, I explore my return home to teach in a secondary school and I examine the continuing impact of this experience on my practice as a teacher educator. Using the concept of tensions as a conceptual framework to analyse the data I explore three tensions in this article: (1) teacher as technician versus teacher as pedagogue; (2) challenging versus being responsive to other’s views of learning; and (3) teacher versus teacher educator identity. I explore how a return to teaching in school and the tensions I experienced enabled me to develop my practice and understandings as a teacher educator. I argue that rich professional learning can result from using self-study to examine teacher educator practice, particularly for teacher educators working in hybrid roles and partnership contexts. 相似文献
7.
Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students’ needs and promotes academic excellence. Although professional development programs can foster science teachers’ growth as culturally responsive educators, effective supports to this end are not well identified. This study examined associations between specific Science Teachers are Responsive to Students (STARTS) program activities and United States high school life science teachers’ understanding and enactment of culturally responsive science teaching. Findings suggest: (a) critically examining their practices while learning of students’ needs and experiences enabled teachers to identify responsive instructional strategies and relevant science topics for culturally responsive teaching; (b) evaluating culturally responsive exemplars while identifying classroom-based needs allowed teachers to identify contextually appropriate instruction, thereby yielding a robust understanding of the purpose and feasibility of culturally responsive science teaching; and (c) by justifying the use of responsive and reform-based instructional strategies for their classrooms, teachers made purposeful connections between students’ experiences and science instruction. We propose a set of empirically based design conjectures and theoretical conjectures to generate adaptable knowledge about preparing culturally responsive science teachers through professional development. 相似文献
8.
Set in a yearlong, school-based tutoring program, designed as a community of practice, we use qualitative methodology to examine how 14 preservice teachers learned to become responsive teachers. We focus on one question: In what ways does participating in a yearlong, supervised tutoring program mediate preservice teachers' learning about responsive teaching? The preservice teachers described the ways they came to learn about their buddies and build caring relationships with them. They reported the importance of collaboration with their tutoring buddies, peers, families, and classroom teachers, and that through the yearlong tutoring experience, the preservice teachers gained confidence as teachers and a sense of efficacy as caring educators. This study is important because it uncovers how school-based tutoring programs, modeled as a community of practice, can provide opportunities for preservice teachers to grow professionally to become responsive educators. 相似文献
9.
Wage equity and female faculty job satisfaction: The role of wage differentials in a job satisfaction causal model 总被引：2，自引：1，他引：2
Linda Serra Hagedorn 《Research in higher education》1996,37(5):569-598
The present study examined the role of female/male wage differentials in a model of job satisfaction. Female/male wage differentials were initially derived in a manner designed to eliminate much of past discriminatory practices. Subsequently, wage differentials were incorporated in a causal model to predict multiple aspects of academic job satisfaction for female faculty. It was hypothesized that the magnitude of the gender-based wage differential not only affected global job satisfaction but also intentions to remain in the academy, perceived stress level, perceptions of collegiality, and perception of the institution among female faculty. The findings indicated that as gender-based wage differentials increased, global job satisfaction of female faculty decreased. This significant effect was manifested predominantly through faculty perceptions of the institution. 相似文献
10.
Korean general and special educators (n = 229) and American general and special educators (n = 348) were surveyed to explore (a) their perceptions of the importance of self-determination for students with disabilities, (b) how frequently they teach it, (c) the relationship between their perception of the importance of teaching self-determination and how often they teach it, and (d) the barriers they perceive that inhibit them from teaching it. American general and special educators attached higher importance to self-determination instruction than their Korean counterparts, but Korean educators taught self-determination skills to their students with disabilities more often than American educators did. There was greater incongruence between the value American educators placed on promoting self-determination and the time they devoted to teaching it than there was for Korean educators. Educators of both countries shared some perceived barriers to promoting self-determination (e.g., communication difficulty, students were too young, and other more urgent instructional needs), but each group cited barriers the other did not (e.g., teacher lacked sufficient skill, difficult to empathize with student, and no instructional latitude). Limitations and implications are discussed along with suggestions for future research. 相似文献
11.
《Journal of Teaching in Social Work》2013,33(3-4):93-114
Abstract Migration across national borders has resulted in demographic changes in the United States, causing the country to become more multi-ethnic. This presents considerable challenges for graduate level educators who need to be responsive to the unique academic needs of diverse populations by considering students' previous experiences, values, and beliefs. This change requires educators to incorporate various teaching styles and to create a classroom atmosphere where security, trust, and openness can be achieved. Developing cultural competence and creating a transformative learning environment is essential for social work educators teaching in multicultural environments in the 21st century. This article provides a brief overview of Burchum's (2002) Evolutionary Perspectives that will help to assist readers in obtaining a clear understanding of cultural competence. It also presents Blunt's Model of Cultural Competence for Transformative Education, which can promote both transformative learning and assist social work educators in fostering a transformative learning environment. 相似文献
12.
Inclusive education is defined as educating students with disabilities in general education programmes with their non‐disabled peers. In order to create a successful learning environment for all children, general and special educators must be responsive to all students’ needs. Although inclusive education practices were developed over 15 years ago, some educators may be unwilling or unprepared to employ this model. A total of 546 teachers from 54 schools in southern New Jersey in the United States completed surveys to determine whether they displayed the dispositions, knowledge and skills necessary to implement inclusive education. Results of the surveys were analysed to determine whether significant differences in attitude and skill levels exist between special and general educators and the impact of their years of teaching on their readiness for inclusion. The analysis yielded an agreement that children with disabilities profit from interactions with non‐disabled peers. Although special educators appear more knowledgeable of inclusive practices, they are more likely to see the benefit of a segregated environment. Teachers with greater than seven years of experience voiced the continued need for administrative support, planning time and professional development opportunities. 相似文献
13.
Some scholars and policymakers who are concerned about the inequitable distribution of quality teachers suggest offering financial incentives for working in hard-to-staff schools. Previous studies have estimated compensating differentials using hedonic modeling, an approach potentially undermined by district-wide salary schedules and the lack of labor market competitiveness. To address this problem, we build hedonic wage models for both public and private schools using data from the 1999–2000 Schools and Staffing Survey and the 2000 Census. Empirical estimates suggest that both public and private schools compensate teachers for some working conditions, but there also appear to be differences between public and private schools in the magnitude of the compensating differentials, particularly for teaching low-income students. 相似文献
14.
This study explores trajectories of professional growth by teacher educators participating in a professional development community on teaching thinking. Qualitative measures revealed a four stage model of personal professional trajectories: anticipation/curiosity, withdrawal, awareness and change. The model delineates passages traversed by teacher educators grappling with complexities and challenges of an engaging professional development experience in a communal context. All participants followed the same four staged trajectory though individuals were located at different points on the path. Findings lend support to the nonlinear view of professional development, illustrating Kinchin and Cabot’s (2010) paradigm of backwards and forwards movements along career paths. 相似文献
15.
Conra D. Gist 《The Teacher Educator》2014,49(4):265-283
Recent research on teacher diversity has highlighted the challenges new teachers of color face when they enter diverse school settings. In this study the pedagogy of three sociopolitically conscious teacher educators is investigated to understand how they tailor preparation for teachers of color. Findings revealed that teacher educators' pedagogy for teacher candidates of color was characterized by three mutually binding mindsets and practices: (a) teacher educators made an intentional choice to work as a change agent for communities of color; (b) teacher educators challenged sociocultural barriers to the academic and professional achievement of teachers of color; and (c) teacher educators implemented constructivist approaches as an instructional bridge to prepare teacher candidates of color to work with culturally and linguistically diverse students. Based on findings, the conceptual framework of culturally responsive pedagogy is reconstructed to generate suppositions about the culturally responsive teacher educator as a theoretical construct. 相似文献
16.
In this paper, we investigate the determinants of over-education in Japan and evaluate its opportunity costs for university graduates. To this end, we use the REFLEX data. Results reveal that over-education level in Japan is high and it brings an important wage penalty for Japanese workers. Large firm and high occupations point toward a significant reduction in the likelihood of over-education. Results for wage regressions for over-education indicate that Japanese workers who achieve jobs in large organizations will experience 20 % increase in their wage due to the firm size and, if over-educated, their increase in wage will remain positive. Results for women are puzzling as there is no significant effect associated with gender. 相似文献
17.
Eva M. Zygmunt-Fillwalk 《Journal of Early Childhood Teacher Education》2013,34(2):133-147
The primary purpose of this study was to examine the extent to which preservice teachers participating in a semester of urban immersion would evidence a change in attitudes toward urban teaching based on their experiences in the program. The experiences of 22 program participants were examined to qualify potential change. Study methodology included analysis of student journals, content of focus groups conducted throughout the semester, student discussion observed in coursework, and personal interviews conducted at the end of the urban experience. Analysis revealed common themes including the importance of direct experience with diversity and personal reflection as critical components of multicultural growth. The experience served to dispel myths and stereotypes regarding urban teaching, to expand university students’ understanding of privilege and power in society, and to encourage movement from a color denial perspective to an appreciation for and respect of cultural differences. The study illustrates the potential of urban immersion to alter attitudes toward working with diverse populations of children and families. Implications for the development of initiatives geared toward this end include the importance of cultural immersion, the provision of opportunities for critical self-reflection, and intentional efforts to encourage relationship building as deciding elements fostering multicultural growth. 相似文献
18.
Groot and Maassen van den Brink (International Journal of Manpower 21, 584, 2000a) provide a useful summary of the incidence of overeducation and undereducation. Unfortunately, by combining non-compatible estimates of the impact of surplus schooling (and under schooling) on earnings they potentially bias their estimates downward (upward). This paper bypasses this potential bias by examining only wage estimates that use the “standard” required-surplus-deficit education model of Duncan and Hoffman (1981). The paper also expands the meta-analysis by including approximately 50 additional wage estimates. On average, the literature finds that the premium paid for overeducation is approximately equal to the penalty for undereducation, but lower than the returns associated with an increase in required education. Overeducated individuals earn more than their properly educated co-workers, but less than others with their level of schooling. The paper also examines how different definitions of required education impact the returns from overeducation and undereducation. 相似文献
19.
Chia-Ju Liu Brady Michael Jack Houn-Lin Chiu 《International Journal of Science and Mathematics Education》2008,6(1):19-35
This paper presents the results of a case study involving 282 Taiwanese elementary science teachers at the elementary level.
These teachers provided responses to the science efficacy instrument (STEBI-A) and also provided personal data regarding how
their years of general (YTE) and science (YTS) teaching experience may have influenced student achievement in science. Researchers
used two multivariate analysis of variance (MANOVA) to investigate the interaction and influence of YTE and YTS upon the personal
science teaching efficacy (PSTE) and science teaching outcome expectations (STOE) of these teachers. The results advocate
the position that the years of general teaching experience of elementary science teachers in Taiwan have a significantly greater
impact upon their personal science teaching efficacy and science teaching outcome expectations than years of teaching science.
This evidence calls into question whether Bandura and Tschannen-Moran’s view of teacher efficacy as both context and subject
matter specific at the elementary level can be applied to Taiwan elementary teachers who teach science. The results of this
study should benefit educators and policy-makers with respect to future elementary teacher education throughout Taiwan and
other developing nations.
An erratum to this article can be found at 相似文献
20.
学生参与是实施有效教学的前提,也是学生学业进步和健全人格养成的关键。学生在教学活动中的不参与会阻碍学生的健康成长和课程的顺利实施。因此,近年来,学生参与的影响因素研究成为国外教育工作者们关注的焦点。学生的个人背景,学习环境中的心理体验、教学表征和教育政策都能够影响学生在教学活动中的参与程度。 相似文献