Quality Measures in Distance Learning     

William J. Husson  Ellen K. Waterman 《Higher Education in Europe》2002,27(3):253-260

The Director of Distance Learning in a university in Colorado reflects on the steps that must be taken to assure that that university-level e-learning courses be of the same quality as traditional courses. He suggests that the quality levels will be the same, if proper efforts are made to select suitable faculty members for on-line courses and that they be given proper training and support. Moreover, learning environments must be designed with care, and students must be provided with technical and academic support. Indeed, on-line students need to be offered the same level of services as traditional students. Finally, the technology policies in place must support monitoring and upgrading.  相似文献   

The Role of Mentoring Support and Self-Management Strategies on Reported Career Outcomes     

Susan E. Murphy  Ellen A. Ensher 《Journal of Career Development》2001,27(4):229-246

This study examined the contribution of self-management strategies to job outcomes for employees involved in mentoring relationships. Participants (n = 158) reported their use of three types of self-management strategies, the level of support functions provided by their mentors, and their job satisfaction and perceived career success. Results showed that individuals who used self-set career goals reported greater job satisfaction and perceived career success; those who engaged in positive cognitions also had higher job satisfaction; and those who used behavioral self-management strategies reported greater perceived career success. Mentoring and self-management strategies each contributed uniquely to satisfaction and perceived career satisfaction. After controlling for amount of instrumental support provided by the mentors, positive cognitions remained predictive of perceived career success, and participation in self-set career goals were related to higher levels of job satisfaction. Moderator analysis showed that the self-management strategies appeared to be useful in the absence of certain types of mentor support.  相似文献   

Academic Life and Motherhood: Variations by Institutional Type     

Lisa Ellen Wolf-Wendel  Kelly Ward 《Higher Education》2006,52(3):487-521

This paper explores the interface between work and family at different types of institutions from the perspective of women faculty who are on the tenure track and who are mothers of young children. Such a perspective provides insight into institutional variation on academic life in general, and for new faculty as mothers in particular. A macro view of the findings points to two major concerns: time (and lack thereof) and its impact on the “ideal worker” norms that shape what it means to be a good mother and good professor at different institutional types; and, the idea of “choice” as an illusion.  相似文献   

Breaking Health Barriers: How Can Public Libraries Contribute?     

Ellen L. Rubenstein 《Public Library Quarterly》2016,35(4):331-337

This article focuses on the health information needs of the State of Oklahoma, which ranks 45th among all 50 states in the health status of its citizens. A deficit in collections technology, a lack of knowledge about medical information in service staff, and poor marketing and outreach efforts in lightly populated counties and towns have worked against the provision of solid health information to the populace. The author points out how grants have provided funding for collaboration, partnerships, and training to certification (Medical Library Association’s Consumer Health Information Specialist Certification [CHIS]) for many staff as health information specialists. Although the issue of health information is still significant in Oklahoma, the Oklahoma library community has made inroads in handling a severe community problem in which the author believes that U.S. public libraries should be heavily involved.  相似文献   

Helping Teachers Support Pupils with Mental Health Problems Through Inter-professional Collaboration: A Qualitative Study of Teachers and School Principals     

Ellen Nesset Mælan  Hege Eikeland Tjomsland  Børge Baklien  Miranda Thurston 《Scandinavian Journal of Educational Research》2020,64(3):425-439

ABSTRACT

A qualitative study conducted in four lower secondary schools in Norway explored teachers’ and school principals’ experiences of collaboration with a variety of extended services (ES). Particular attention was directed to the ways (if any) they perceived collaboration to be relevant to helping teachers support pupils with mental health problems through their everyday social and pedagogic practices. Findings of the study indicated that teachers valued initiatives that could help develop mutual understandings of teachers’ and ES professionals’ roles and responsibilities. Initiatives to build inter-professional relationships were perceived as laying the foundation for more productive collaboration. However, to be able to provide coherent, sustained support in the classroom, teachers needed guidance from ES professionals. This required a shift in collaborative processes away from a focus on individualized pupil support towards helping teachers support pupils through their classroom-based social and pedagogical practices. Implications for policy and practice are discussed.  相似文献   

Developing educational materials about risks on social network sites: a design based research approach     

Ellen Vanderhoven  Tammy Schellens  Ruben Vanderlinde  Martin Valcke 《Educational technology research and development : ETR & D》2016,64(3):459-480

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Supplementation of urban home visitation with a series of group meetings for parents and infants: results of a “real-world” randomized, controlled trial     

John N. Constantino  Nahid Hashemi  Ellen Solis  Tal Alon  Sandra Haley  Stephanie McClure  Nita Nordlicht  Michele A. Constantino  Julie Elmen  Vicki Kay Carlson 《Child abuse & neglect》2001,25(12)

Objective: Home visitation has been shown to be effective in reducing rates of child maltreatment and in enhancing psychosocial outcomes in children and their parents. Even when available, however, it is underutilized by parents in some urban settings. We tested a supplemental 10-session group intervention for its ability to increase active participation in home visitation, enhance the quality of caregiving behavior of parents, and improve social developmental outcome in children.Method: A randomized controlled design was utilized, involving two separate cohorts of parents of 3- to 18-month old infants, totaling 148 parent-child dyads. The intervention focused on practical experience in promoting parent-infant attachment relationships.Results: At 6 months follow-up, there was a substantial increase in the proportion of intervention group parents participating in home visitation, compared to parents in the control group (Fisher’s exact p = .008). Parents in the intervention group exhibited a trend for improvement in their capacity to appropriately interpret infants’ emotional cues (p = .08), independent of the effects of home visitation itself. Attrition in both the treatment and control groups was inversely associated with income and level of education.Conclusions: Group meetings may constitute an effective means of engaging stressed urban families in home visitation.  相似文献   

Confounding the needs and confronting the norms: an extension of Reid and Valle's essay     

Brantlinger E 《Journal of learning disabilities》2004,37(6):490-499

This article expands the ideas presented in Reid and Valle's essay by further exploring the construct of normality and its implications for children in schools. It examines the reasons for the nature of current school policy and practice by explicating who benefits and who loses from typical school structures and recent national legislation. Finally, it advocates for a transformation of thinking about the purpose of schools and suggests a radical restructuring that would support social reciprocity and community.  相似文献   

Conserving ourselves: Embedding significance into conservation decision-making in graduate education     

Ellen Pearlstein 《文物保护研究》2017,62(8):435-444

Graduate conservation students are well educated in many aspects of their work; however, it is difficult in the classroom to teach students how to base their conservation decisions on aspects of cultural significance. It is widely acknowledged that conservation decisions are not neutral, that they depend on cultural context and upon the predilections of the conservator and the owning individual or institution. Partnerships between community members and conservators have had a long history within conservation practices described as ‘ethnographic’, and such methods have arguably influenced working practices within other conservation specialties. A graduate conservation class is described in which students conserved important heritage items belonging to their classmates, in an environment where access to discoveries of significance were encouraged for their ability to inform preservation decisions. Cases are described that link decisions with specific values.  相似文献   

The influence of student problems on student withdrawal decisions: An autopsy on “autopsy” studies     

John M. Braxton  Ellen M. Brier  Donald Hossler 《Research in higher education》1988,28(3):241-253

The influence of student problems, which are often cited by students as reasons for withdrawal, is compared with the influence of constructs derived from Tinto's student attrition model. The findings suggest that data from post-hoc attrition studies should be used cautiously.The authors are listed in alphabetical order. Each author contributed equally to the article.  相似文献