Predicting student progression: The influence of race and other student and institutional characteristics on college student performance     

Erica J. Gosman  Betty A. Dandridge  Michael T. Nettles  A. Robert Thoeny 《Research in higher education》1983,18(2):209-236

In this study of college student retention and progression, significant differences were found between black and white student cohorts in terms of their attrition rates, overall progression rates (defined as length of time to graduate), and tendency to follow the prescribed progression pattern (sophomore in the second year, junior in the third year, senior in the fourth year, and graduate after the fourth year). However, multiple regression analyses show that racial differences disappear when the effects of other student and institutional characteristics are statistically controlled. Therefore, colleges and universities would do well to rethink special retention and counseling programs designed especially to serve minority group students.  相似文献   

Academics’ views on publishing refereed works: A content analysis     

Brian C. Hemmings  Peter Rushbrook  Erica Smith 《Higher Education》2007,54(2):307-332

Survey research was carried out with academics (N=205), from a large regional Australian university, to explore their views about publishing or not publishing in refereed sources and their perceived worth of this activity. Several open-ended questions were included in the survey to elicit information about the factors that either encourage or discourage these academics from publishing. Additionally, questions were posed to allow the respondents to discuss ways that the University could further support them in their endeavour to produce at least some or more scholarly publications. The responses to these questions were content analysed to discover key categories and frequencies were calculated on the most salient categories. The results of this analysis are reported and comparisons are made on the responses of male and female academics. The implications of the results for higher educational practice are considered.  相似文献   

The Way to a Boy's Heart? New mechanisms for making boys better     

Erica McWilliam  Jill Brannock 《Asia-Pacific Journal of Teacher Education》2001,29(1):7-17

This paper situates the current educational focus on boys in the wider context of a workplace culture of performativity and enterprise. The authors argue that the present focus on reclaiming boys' emotions parallels important shifts in the corporate sector to privilege the 'soft skills' of service and social interaction over the hard skills of boss management. However, in a departure from an earlier generation of correspondence theorists, the authors do not understand the 'correspondence' of schooling and industry needs as merely repressive. The new work culture is a service culture, and boys are being expected to have the requisite skills (of social service) in order to have jobs in the future. The first part of the paper provides a critique of the new essentialism that appears to underpin many of the social and educational intervention programs being conducted on behalf of Australian boys. The second part of the paper explains how such programs work as part of a larger logic about the sort of skills necessary to the 'globalised' workplace. The argument is made here that, for better and worse, this work which teachers are being asked to do allows boys to be redeemed as victims of their biology rather than 'behavioural problems'. In being re-formed from villain to victim, boys can be become 'better' and more productive at the same time.  相似文献   

Seductress or schoolmarm: On the improbability of the great female teacher     

Erica McWilliam 《Interchange》1996,27(1):1-11

This paper explores the question of the relation of gender and pedagogy by inquiring into the importance of gendered bodies in the construction of the great teacher as a cultural phenomenon. I ask whether men's teaching — male diction as a mobilizing of desire becomesmalediction (seduction) when it is produced out of the pedagogical performances of women. In examining this question, I do not adhere to the predictable tradition of critical feminist scholarship, given the extent to which, paradoxically, this tradition can make examination of the issue more difficult. I do allude to the newer tradition of psychoanalytic feminism, but, in the main, I draw on literary criticism as a more fertile theoretical terrain because of its potential to disrupt theory and to disturb the disciplinary boundaries which prevent feminists from “saying it otherwise.” Questions raised include: Must the image of a great female teacher be a contradiction in terms? Has it been otherwise? Could it again be so? What conditions would be necessary to achieve this?  相似文献   

The teacher leadership process: Attempting change within embedded systems     

Kristy S. Cooper  Randi N. Stanulis  Susan K. Brondyk  Erica R. Hamilton  Michael Macaluso  Jessica A. Meier 《Journal of Educational Change》2016,17(1):85-113

This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement.  相似文献   

Prevention is better than cure: coping skills training for adolescents at school     

Erica Frydenberg  Kerry Bugalski  Amanda Cotta  Cathy McCarthy  Neringa Luscombe‐smith 《Educational Psychology in Practice》2004,20(2):117-134

Children and adolescents today face a plethora of stressful problems, including family and relationship conflict, death of close family members or friends, and academic and social pressures. Such problems have been found to contribute to an increased risk of various emotional–social–cognitive difficulties in adolescence. These include academic failure, social misbehaviour, interpersonal problems, and depression.

Programmes that promote coping with normative stress, delivered to the whole population, have been considered to represent a promising direction for the prevention of social emotional difficulties. The Best of Coping: Developing Coping Skills Program (Frydenberg & Brandon, 2002 Frydenberg E Brandon CM (2002) The best of coping Melbourne: Oz Child [Crossref] [Google Scholar]) was introduced in two school settings on four separate occasions. Evaluation of the results provides modest support for coping skills enhancement but provide a warning about the need for caution when implementing and evaluating the Programme. First, it appeared to have some opposing effects on males and females. Second, improvements in students' coping responses were apparently related to the authenticity of implementation of the Programme.

The findings are discussed with regard to the need to implement programmes through which we can teach adolescents coping responses, which include optimism and problem‐solving skills, so that they may handle problems and stressors more effectively. Additionally, an important feature of such programmes is a focus on the reduction of the use of non‐productive coping skills. With an increase in psycho‐social problems, the need to provide school‐based programmes is discussed, with emphasis placed on programme implementation. In particular, the probable need for ongoing involvement of psychologically trained school counsellors with teachers, through the life of the programme.  相似文献   

Comparing South African Female and Male Pre-Service Teachers’ Beliefs about the Nature of Mathematics     

Erica Dorethea Spangenberg  Chris Myburgh 《Africa Education Review》2017,14(2):140-155

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Creative instructional design: Practical applications for librarians,B.K. West,K.D. Hoffman,M. Costello (Eds.), Association of College and Research Libraries,Chicago (2017), (384 pp. $72.00), ISBN: 978-0-8389-8929-6     

Erica Lopez 《The Journal of Academic Librarianship》2019,45(5)

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Sport development and physical activity promotion: An integrated model to enhance collaboration and understanding     

Katie Rowe  David Shilbury  Lesley Ferkins  Erica Hinckson 《Sport Management Review》2013,16(3):364-377

As inactivity and obesity levels continue to rise, calls are being made for sport development action to be further directed towards capitalising on the value of community participation for health and social benefits. This paper seeks to highlight a current disconnect between physical activity and sport management research, and identify opportunities for collaboration. To date, the sport management literature has predominantly focused on sport as a form of entertainment with spectatorship outcomes, where professional codes are a commonly used setting of research inquiry. There has been less focus on organisational issues related to participation in sport and recreation. This is identified as a gap, given the current push towards increasing focus on sport and recreation promotion for community wellbeing. The present paper sought to examine physical activity and sport management research, to identify commonalities and potential for integration and co-operation. The outcome of this review is a conceptual framework, integrating socio-ecological models, taken from physical activity research, and sport development concepts derived from sport management theory. The proposed conceptual framework seeks to provide sport management researchers with direction in their efforts to promote participation in sport, recreation and physically active leisure domains, particularly for community wellbeing purposes. Furthermore, such direction may also enhance the capacity of researchers to capitalise on opportunities for collaboration and integration across domains of inquiry.  相似文献   

“This School Helps A Lot”: Personal Agency Among Black Youth Within a Supportive School Environment     

Parker  Janise S.  Marano  Elizabeth  Manson  Delharty  Ruja  Erica  Manigo  Christian  Sarathy  Ashwini  Rees  Brooke  Shin  Erin 《The Urban Review》2022,54(3):367-389

The Urban Review - We collected field observation notes, accessed student demographic data, and interviewed sixteen Black high school youth (50% male; Mage?=?16.1) to explore...  相似文献