Innovative University Programs for Teaching about Domestic Violence     

Molly Dragiewicz  Angela R. Gover  Susan L. Miller  Jennifer Naccarelli  Barbara Paradiso 《Journal of Criminal Justice Education》2013,24(4):594-611

Universities and colleges across the country offer courses on domestic violence. A few programs have developed such academic opportunities even further, offering specializations, graduate certificates, and degrees concentrated on domestic violence. This paper introduces two innovative academic programs: the undergraduate Domestic Violence Prevention and Services Concentration and Minor at the University of Delaware and the graduate Program on Domestic Violence at the University of Colorado Denver. The authors review the structure, content, benefits, and challenges of these programs with a view to informing and inspiring others who might be interested in establishing similar curricula at their own institutions.  相似文献   

Thinking Critically about Difference: Analytical Tools for the 21st Century     

Margaret Zamudio  Francisco Rios  Angela M. Jaime 《Equity & Excellence in Education》2013,46(2):215-229

This article examines a critical cultural thinking framework advanced to develop an analysis of difference as it pertains to race, gender, and sexuality. We examine student journals to document their use (or lack therein) of these critical cultural thinking concepts and how these concepts influence students' understanding of difference. While there are a number of tools that students can rely on for thinking critically, we advance four concepts that are central for the development of a critical cultural consciousness. ^{1 1} We use the term “critical cultural consciousness” as well as related terms to distinguish critical thinking about difference and diversity from more generic or general forms of critical thinking. The critical cultural thinking skills we identify in this article are (1) organic experience, (2) relational analysis, (3) historical analysis, and (4) conception of power relations. We argue that these tools are central for an intellectual understanding of difference. As the student journals analyzed in this article demonstrate, in the absence of these tools of inquiry, much of the campus discourse reverts to oppressive frameworks, which not only serve to oppress students of color, women, and gay and lesbian students but also erodes the practice of citizenship that is crucial for the development of educational democracy.  相似文献   

The role of a professional learning community in teacher change: a perspective from beliefs and practices     

Angela Choi Fung Tam 《Teachers and Teaching》2013,19(1):22-43

This longitudinal study aimed to examine the role of a professional learning community (PLC) in changing teachers’ beliefs and practices. Teachers of a Chinese department in a Hong Kong secondary school were interviewed and observed. The findings indicate that the features of a PLC-facilitating teacher change are development of a coherent structure, a collaborative culture, and effective learning activities. These help teachers to overcome initial difficulties and induce their motivation for transformation. Teacher change in five dimensions (curriculum, teaching, learning, roles of teachers, and learning to teach) and three patterns (change in practice but not in belief, change in belief but not in practice, change in practice and belief) were detected. It is argued that cultivating an effective PLC is significant to teacher development.  相似文献   

Editorial: The changing face of academic development     

Angela Brew 《International Journal for Academic Development》2013,18(1):5-6

“Quality teaching”, “curriculum change” and “innovative practice” are just a few of the common phrases used by university academics as a basis for defining and justifying their actions as educators and policy‐makers. Yet our analysis of 25 interviews with academics revealed differences in their conceptions of these terms. While the impact of such disparity upon the clarity of discussions across campus is not known, it is likely to be significant. We suggest there is a real need for academics and developers to work together to identify the meanings behind the language of higher education. By working collaboratively and contributing individual expertise, academics and developers can develop converging understandings and better shape the university curriculum. This paper explores ways in which we can work together to achieve this goal.

“Enseignement de qualité”, “changement de programme” et “pratique innovatrice” ne sont que quelques‐unes des expressions communément employées par les universitaires pour définir et justifier leurs actions en tant qu’éducateurs ou responsables de politiques. Toutefois, notre analyse d’entretiens effectués auprès de 25 universitaires révèle des différences en ce qui a trait aux conceptions entretenues à l’égard de ces expressions. Bien que l’impact d’une telle disparité sur la clarité des discussions à la grandeur du campus ne soit pas connu, celui‐ci est susceptible d’être significatif. Nous suggérons qu’universitaires et conseillers pédagogiques travaillent ensemble à identifier les significations sous‐jacentes au langage de l’enseignement supérieur. En collaborant et en fournissant une expertise individuelle, universitaires et conseillers pédagogiques peuvent parvenir à des compréhensions convergentes et, ainsi, mieux informer les programmes universitaires. Cet article explore quelques façons selon lesquelles nous pouvons travailler ensemble vers l’atteinte de cet objectif.  相似文献   

The precarious existence of the academic development unit     

Angela Brew  Tai Peseta 《International Journal for Academic Development》2013,18(2):83-85

Abstract

With increasing numbers and types of students, more flexible courses and technological innovation, there is a growing need to understand the student experience in detail, and to gain a clear, unbiased account of the effects of course design and delivery on their learning. At the same time, academic staff are increasingly under pressure to be active researchers, to teach more students and to quality‐assure their practice. Within this context there is a growing need for educational and staff development which is both effective in supporting academic staff and promoting innovative course design and yet efficient in the use of scarce resources. In this difficult context a great deal is asked of a professional academic development service. How best can such a service be offered? What should the basic service consist of?

In this paper we advocate an approach to academic development which we have called Consultancy Style Action Research (CSAR). We introduce the rationale and background to the development of CSARand briefly describe one case example. We go on to discuss the contribution of this approach to developing the developers.  相似文献   

A “conditional” sense of fairness in assessment     

Robert J. Mislevy  Geneva Haertel  Britte H. Cheng  Liliana Ructtinger  Angela DeBarger  Elizabeth Murray 《Educational Research and Evaluation》2013,19(2-3):121-140

Standardizing aspects of assessments has long been recognized as a tactic to help make evaluations of examinees fair. It reduces variation in irrelevant aspects of testing procedures that could advantage some examinees and disadvantage others. However, recent attention to making assessment accessible to a more diverse population of students highlights situations in which making tests identical for all examinees can make a testing procedure less fair: Equivalent surface conditions may not provide equivalent evidence about examinees. Although testing accommodations are by now standard practice in most large-scale testing programmes, for the most part these practices lie outside formal educational measurement theory. This article builds on recent research in universal design for learning (UDL), assessment design, and psychometrics to lay out the rationale for inference that is conditional on matching examinees with principled variations of an assessment so as to reduce construct-irrelevant demands. The present focus is assessment for special populations, but it is argued that the principles apply more broadly.  相似文献   

Challenges to quality of English medium instruction degree programs in Taiwanese universities and the role of local accreditors: a perspective of non-English-speaking Asian country     

Angela Yung Chi Hou  Robert Morse  Chung-Lin Chiang  Hui-Jung Chen 《Asia Pacific Education Review》2013,14(3):359-370

As the numbers of international students have grown, higher education institutions in Asia have offered a growing range of English medium instruction (EMI) degree programs. But Asian governments and higher education institutions have not thought deeply about how to ensure quality of English medium instruction degree programs. At the same time, their accreditors have not been fully aware of how to establish an external quality assurance mechanism to measure the quality of these programs. This study’s main purpose is to put the quality of the EMI degree programs of Taiwan higher education institutions into the perspective of the Taiwan’s institutions and one local Taiwan accreditor. With both qualitative and quantitative approaches, a survey targeting Taiwan’s colleges and universities and interviews of Higher Education Evaluation & Accreditation Council of Taiwan international reviewers and Asian higher education experts are used to examine the challenges of EMI implementation in Taiwan universities and the role of local accreditors playing in reviewing the English medium instruction degree programs.  相似文献   

Information Literacy and Global Readiness: Library Involvement Can Make a World of Difference     

Angela P. Whitehurst 《Behavioral & Social Sciences Librarian》2013,32(3):207-232

The need for information literacy continues to increase as colleges and universities begin to globalize their curricula and include global readiness in institutional missions. This article reports pretest and posttest data collected during a librarian–faculty collaboration to determine the effect of information literacy instruction on students participating in an anthropology class focused on global understanding. The results suggest emphasis on teaching specific skills can produce an increase in students’ information literacy levels. Also, emerging global curricula may provide an avenue for librarians to pursue the promotion of information literacy. Changes in students’ information literacy skills, successful teaching strategies, and their connection to global readiness are discussed.  相似文献   

Applying Library of Congress Demographic Group Characteristics for Creators     

Eric Willey  Angela Yon 《Cataloging & classification quarterly》2013,51(6):349-368

Abstract

This research project explores how to ethically, efficiently, and accurately add demographic terms for African American authors to catalog records. A Department of History graduate student located evidence of self-identification as African American for authors, and catalogers added the demographic term to bibliographic records and are in the process of creating work level Name Title Authority Records for titles written by those authors. This work is the beginning of systematically enhancing catalog data with author characteristics to support making such information available in faceted results.  相似文献   

Cost and competition in the adoption of satellite news gathering technology     

Stephen Lacy  Tony Atwater  Xinmin Qin  Angela Powers 《Journal of Media Economics》2013,26(1):51-59

This study finds that many local stations subscribe to satellite news networks to obtain material for news broadcasts but that the high cost of satellite news gathering vehicles stops most from obtaining such vehicles. The study also finds that intensity of competition in the local market is a primary reason for acquiring such equipment.  相似文献