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1.
《Technical Communication Quarterly》2013,22(3):291-318
This article takes a critical-analytical perspective on the concept of generational ethics at a corporate university site. Specifically, the article seeks to answer whether or not student-employees between the ages 21-35, commonly referred to as "generation x," hold different ethical stances than their instructors and older employees in the organization. Surveys were distributed to 68 students and 8 instructors at the facility to determine the extent to which students differed on six work-related values. Results indicate that students in the 21-35 age cohort did not exhibit popular expectations for "generation x." However, differences were found in the ways each generation reported work-related values. The study concludes that younger students conflicted with older students and instructors on issues involving organizational values. It is concluded that the younger students had not yet been fully socialized into the dominant organizational values of this company. 相似文献
2.
Gen/Ethics? Organizational Ethics and Student and Instructor Conflicts in Workplace Training 总被引：1，自引：0，他引：1
Brenton D. Faber 《Technical Communication Quarterly》2001,10(3):291-318
This article takes a critical-analytical perspective on the concept of generational ethics at a corporate university site. Specifically, the article seeks to answer whether or not student-employees between the ages 21-35, commonly referred to as “generation x”, hold different ethical stances than their instructors and older employees in the organization. Surveys were distributed to 68 students and 8 instructors at the facility to determine the extent to which students differed on six work-related values. Results indicate that students in the 21-35 age cohort did not exhibit popular expectations for “generation x.” However, differences were found in the ways each generation reported work-related values. The study concludes that younger students conflicted with older students and instructors on issues involving organizational values. It is concluded that the younger students had not yet been fully socialized into the dominant organizational values of this company. 相似文献
3.
Teachers sometimes do things that negatively impact their own credibility in classroom settings. One way instructors maintain credibility among students is by keeping a veil between their personal and professional personas. The advent of Facebook presents new challenges for instructors seeking to keep their personal lives private in order to maintain credibility among students. In educational settings, Facebook communications can blur the personal and professional boundaries that students and professors are accustomed to. As such, instructors in higher education sometimes struggle with the implications of ‘friending’ students in the context of social networking. The purpose of this study was to examine whether or not educator usage of Facebook had any impact on student perceptions of instructor credibility. Facebook presence was examined in the context of teacher ‘misbehaviors’ (that is, actions by educators that negatively impact their credibility). A modified version of Teven and McCroskey’s (1997) Source Credibility Instrument was given to a sample of college students (N?=?187) to compare instructors that use Facebook with those who do not. While students appear to be generally accepting of instructor usage of the social tool, some findings suggest that there are probably ways to abuse it in a manner that could lead to negative perceptions of credibility. Ultimately, results from this study indicated that there were no significant differences among student perceptions of instructor credibility based on whether or not an educator used Facebook. 相似文献
4.
This paper highlights Chinese teachers’ ethical concerns in their relationships with students, colleagues, and students’ parents. Through a qualitative study of 26 teachers, it was found that the teachers were often trapped in a dilemma between teaching to students’ real development and teaching to the test. The ethics of professional collaboration were compromised by the dominant norms, including interpersonal harmony and respect for older teachers, and by competition among individual teachers to demonstrate good performance. Moreover, in a situation where parents’ trust was diminishing, teachers assumed certain teaching and caring responsibilities for children from disadvantaged families. It is suggested that the professionalization of teachers should provide them with more professional space to transform their ethical considerations into practice. 相似文献
5.
Trevor Gale 《Teachers and Teaching》2013,19(2):125-134
The messages teachers convey to their students through their use of language can often go unconsidered, yet such practices can have a significant impact on students and their schooling, and in the creation of learning difficulties. In this paper we employ a discursive and ideological approach to analysing teachers’ language practices and suggest that such systematic examination is warranted given the centrality of ‘teacher talk’ to students’ schooling. We draw attention to these concerns through an analysis of a spoken text between a teacher and student in the context of ‘show and tell’; a dialogue drawn from a larger body of data of interviews with and observations of teachers in six Australian primary schools. The analysis attempts to uncover the meanings conveyed to the student in question, Sam, through his teacher’s language practices and to demonstrate the potentially detrimental effects of these practices on his schooling. Generally, we propose that teachers frequently employ linguistic techniques to refashion students in various ways, according to the norms of schooling; norms that often do not account very well for student difference and which position them as ‘difficult’. Specifically, we argue that Sam’s teacher seems more interested in moulding Sam’s behaviour to conform to the interests of the school than in valuing his heritage and contributions. 相似文献
6.
Abstract Within education, some teachers’ interpretation of professionalism emphasizes conformity to the perceived norms of collective associations. Unprofessional behaviour, often equated with ‘unethical’ behaviour, is seen by many to be that which threatens solidarity and loyalty to colleagues. Informal norms typified by casual collegial relations as well as more formal attachments to organized unions or teachers’ federations exert a significant influence on individuals’ behaviour within the group. Professional ethics, in this sense, become concerned primarily with how one relates to colleagues rather than how one fulfils moral responsibilities to students. Qualitative findings from interviews with elementary and secondary school teachers suggest that, as a result of an ethic of collegial loyalty, some teachers experience personal moral and ethical dilemmas that they find difficult to resolve. Some respondents acknowledged that this can enable serious situations to be ignored or ‘covered up’. This paper examines some of the tensions and dilemmas experienced by teachers and raises questions about the ethical adequacy of defining professionalism in terms of inter‐colleague behaviour. 相似文献
7.
Chrystal A. George Mwangi Sadaf Latafat Shane Hammond Suzan Kommers Hanni S. Thoma Joseph Berger Gerardo Blanco-Ramirez 《Higher Education》2018,75(6):1091-1108
The current study utilizes the theory of planned behavior (Ajzen Organizational Behavior and Human Decision Processes, 50, 179–211 Ajzen 1991) to examine an instructor confirmation-interaction model in the instructional communication context to discover a means by which instructors might cultivate positive student attitudes and increase beliefs that interactions with instructors would be beneficial in the future. Specifically, the model examines how teacher confirmation (Ellis 2000) influences students’ behavioral intention to communicate with instructors. Surveys were distributed to 343 college students (41.7% male and 58.1% female) in a basic communication course. Results were primarily consistent with the proposed model; teacher confirmation was significantly related to attitudes toward communicating with an instructor, subjective norms, and perceived behavioral control. Subjective norms and perceived behavioral control were also positively related to students’ behavioral intention to communicate with the instructor. However, results reveal attitudes toward communicating do not predict students’ behavioral intention to communicate with instructors. It is recommended that future models examine a more contemporary, hi-tech representation of attitude toward student-instructor interactions as it may produce a significant association with students’ behavioral intent to communicate with them. The study concludes with theoretical and practical implications to examine student classroom communication via the confirmation-interaction model and the theory of planned behavior. 相似文献
8.
高职学生档案管理应具有较强的全面性、系统性和实用性。学生档案是学生在校成长中政治思想、品行操守、学业成绩、个人专长以及兴趣爱好等情况的真实记录,是国家和社会选拔任用人才的重要依据,也是学生人事档案形成的重要基础。学生档案管理应严格遵循法律法规,建立健全规章制度以及规范的服务保证体系,同时还要抓好专业化管理人员队伍的建设。 相似文献
9.
Aude Caussarieu Andrée Tiberghien 《International Journal of Science and Mathematics Education》2017,15(6):997-1015
The understanding of measurement is related to the understanding of the nature of science—one of the main goals of current international science teaching at all levels of education. This case study explores how a first-year university physics course deals with measurement uncertainties in the light of an epistemological analysis of measurement. The data consist of the course documents, interviews with senior instructors, and laboratory instructors’ responses to an online questionnaire. During laboratory work, uncertainties are expressed in the large majority of the measurements made by the students but only in less than half of their calculation results. The instructors’ expectations are that students systematically estimate uncertainties so that they become aware that measurements and calculations are never exact. However, since uncertainties are not specified for the values given in the laboratory guides, uncertainties are often missing from the results of students’ calculations. The potential side effects of students’ measurement understanding are discussed and suggestions for improvements are proposed. 相似文献
10.
Martin Haigh 《Compare》2008,38(4):427-440
The internationalisation of higher education aims to produce ‘citizens that feel at home in the world’ but the process is driven by both economic and educational motivations. Today, the international community aspires to promote Education for Sustainable Development (ESD) and Education for Democratic Citizenship (EDC), together planetary citizenship, and with them emphases on personal and ethical responsibilities to the environment and future that contrast with current competitive individualism. Driven by rising numbers of international students, curricula are already shifting toward more global assessments of society and environment. However, progress is being impeded by management systems that take commerce as their model. While instructors strive to ensure that learners consider their responsibilities through ESD and EDC, their message is being contradicted by their context. Since learners learn from their total environment, not just in classrooms, changes are required. Granting greater attention to sustainability issues and the empowerment of learners and teachers would allow a better constructive alignment between educational and economic imperatives. 相似文献
11.
高校教学评价活动的设计与实施不仅需要斟酌评价方法的科学性、可行性,也要考虑参与评价活动的个体或组织之间行为伦理的合理性、公正性问题。大学作为伦理性实体不仅自身存在着伦理关系,还要以自身伦理的实践为学生和社会起到示范和引领作用。高校教师作为教育者担负伦理道德代言人和伦理道德教育家的角色,高校教师作为“学术人”也要遵循一套学术伦理规范。大学教学不仅传授知识和技能,更为重要的是影响大学生的思想道德,所以大学教学内在地具有伦理属性。教学评价是对大学教师的教学进行价值判断的活动,其具有特殊的伦理品格。在实践上,教学评价的目的应为师生的全面自由发展,在评价主体应包含教师本人,评价内容应该全面且侧重师德的发展性,评价过程应公开、公正、公平。 相似文献
12.
The purposes of this study were to examine: (1) students’ use of power to gain compliance from instructors, (2) the association between students’ use of power and their instructors’ power, and (3) students’ use of power and the nonverbal immediacy of the instructor. The results revealed that even though students did not feel they had a great amount of influence with their instructors, they used a variety of behavior alteration techniques (BATs) to gain compliance from them. Specifically, students reported using prosocial strategies most frequently and antisocial techniques least frequently. The results also revealed a positive association between students’ overall sense of power and their perception of their teachers’ power. Instructors’ use of reward power was also related to students’ use of prosocial BATs. Conversely, instructors’ use of coercive power was associated with students’ antisocial BATs. Finally, students tended to use expert power more with nonverbally immediate teachers than nonimmediate teachers. Students’ use of BATs did not depend upon the nonverbal immediacy of the instructor. The theoretical and practical implications of this study are discussed. 相似文献
13.
14.
Lin Ding 《International Journal of Science and Mathematics Education》2014,12(1):123-144
Though many research-based problem types have been shown effective in promoting students’ conceptual understanding and scientific abilities, the extent of their use in actual classrooms remains unclear. We interviewed and surveyed 16 physics and engineering faculty members at a large US Midwest research university to investigate how university instructors value and use different types of problems in teaching their introductory courses. Most of these instructors valued traditional textbook problems as a useful building block and used them frequently. They also valued non-traditional problems but seldom used them in their introductory courses. The divergence between value and use in part is due to limited resources and experience, time constraints, student reactions, and personal preferences. It is, however, also due to the fact that the beliefs held by some instructors regarding the nature of problem solving deviate from commonly accepted views in educational research. Although on average instructors were hesitant to reduce more than 20 % of course content for research-based materials, they showed great interest in collaborating with educational researchers at a more personal level to increase the use of non-traditional problems in teaching. Our study indicates that instructors need not only research-based problems suitable for their introductory classes, but also assistance in how to effectively implement these problems. 相似文献
15.
Nancy Shore PhD 《Journal of Teaching in Social Work》2013,33(3):329-345
Graduate social work students often are required to complete an evaluation or research project. Research instructors work with their students to assure that these projects are rigorous as well as ethical. This study focuses upon the relationship of student projects and the Institutional Review Board (IRB). The IRB aims to strengthen research ethics and to assure that study participants are not exploited. Sixteen MSW research instructors' shared their experiences guiding students through the IRB. Study participants identified benefits and challenges of having students experience the IRB, as well as recommendations on how to facilitate the review process. Additionally participants reflected upon how they determine IRB review requirements. 相似文献
16.
This article includes a review of the literature on personal epistemology and the reflective judgment model and applies these theoretical concepts to undergraduate students who engage in service-learning projects. The application will provide instructors with greater understanding of students’ abilities and limitations in their service-learning experiences. Included are traditional, modern, and expressive teaching activities that were designed, with literature support, to enhance students’ epistemological reflection and aid them in preparing for and completing service-learning projects. 相似文献
17.
Solari Mariana Vizquerra María Isabel Engel Anna 《European Journal of Psychology of Education - EJPE》2023,38(3):1073-1109
The lack of alignment between, on the one hand, what schools seek to teach and, on the other, the students’ interests and learning objectives is leading to increasing numbers of students who are unable to derive meaning from school activities. Personalized learning strategies represent one of the most powerful ways to help students attribute meaning and personal value to their learning. This paper has two interrelated objectives. The first is to present a guide to the analysis of educational practices that work with and from students’ interests. This tool makes it possible to identify the potential of practices to reinforce and promote the meaning and personal value that students attach to their school learning. The guide is structured around three large blocks (personalization strategies, conceptions of interests, and design and development of practices), which describe the dimensions, subdimensions, questions, and levels for the analysis. The second objective is to illustrate use of the guide by analyzing two practices designed and implemented in primary school classrooms, characterized by a focus on students’ learning interests. The paper concludes by highlighting the main contributions of the guide presented, identifying some limitations, and pointing to future lines of research.
相似文献18.
Recently, the usage of plagiarism detection software such as Turnitin® has increased dramatically among university instructors. At the same time, academic criticism of this software’s employment has also increased. We interviewed 23 faculty members from various departments at a medium-sized, public university in the southeastern US to determine their perspectives on Turnitin® and student plagiarism. We wanted to discern if there are important disciplinary differences in how instructors define and handle plagiarism; how instructors use Turnitin®; and if instructors’ thinking aligns with ethical and political concerns commonly expressed in the academic literature. Despite varying attitudes towards Turnitin®, those interviewed did not differ significantly in their views as to what student plagiarism is or its seriousness, and typical objections to ‘policing’ plagiarism and Turnitin® had little resonance with interviewees. The majority viewed a substantial amount of plagiarism they encountered as unintentional and penalised only what they considered to be extreme versions of intentional plagiarism. However, often this contradicted the way they presented the concept of plagiarism in their syllabi and their classrooms. Surprisingly, these patterns were consistent among those who employed the software frequently and those who did not. 相似文献
19.
Yifat Ben-David Kolikant 《Computer Science Education》2013,23(3):211-231
ABSTRACTHigher-education students now have more alternatives for searching for information than previous generations had. The Internet is a vast ocean of information sources, albeit with diverse reliability and quality. In Web 2.0 platforms, any participant can be a content creator. This reality is challenging for both the instructors and the students. We conducted interviews with 12 Computer Science students and 8 instructors from two universities to (a) identify the difficulties students encounter, if at all, (b) identify the learning processes that students undergo, if at all, when using the Internet for their CS studies, in particular, programming tasks; and (c) elicit instructors’ perceptions of students’ use of the Internet. Both students and instructors agreed that although using the Internet is not trivial, direct teaching of this skill is unnecessary. Instructors differed in their attitudes towards students’ use of the internet. We found that in the first year the students’ use of the Internet and their difficulties are similar to reports in the empirical literature, and echo the instructors’ concerns. However, after extensive experience, students undergo a learning process, and their ability to navigate the myriad sources, as well as to search, manage, and effectively evaluate Internet sources improves. Students mentioned their improved abilities to code as a means to effectively evaluate information sources. 相似文献
20.
Research methods courses typically require students to conceptualize, describe, and present their research ideas in writing. In this article, the author describes her exploration in using arts‐based techniques for teaching research to support the development of students’ self‐study research projects. The pedagogical approach emerged from the author’s sociocultural theoretical perspective in using symbols and dialogue as mediating tools. Three arts‐based research projects were utilized to assist doctoral students in articulating research interests, framing research proposals, and reflecting on their development as researchers. Data included students’ implementation and assessment of projects; the instructor’s teaching logs; and students’ course evaluations. The projects served to illuminate the subtleties of research interests, self‐understanding and understanding of other’s research, and learning about self‐study by practicing it. Research methods instructors are prompted to consider what happens when students are asked to demonstrate their understanding of research using the arts and when they study the ‘so what’ of using them. 相似文献