Nurturing leadership: equitable mentoring for the superintendency     

Ava J. Muñoz  Anita M. Pankake  Shirley Mills  Marie Simonsson 《International Journal of Leadership in Education》2018,21(3):284-292

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"The policy exists but you can't really use it": communication and the structuration of work-family policies   总被引：1，自引：0，他引：1  

Erika Kirby  Kathleen Krone 《Journal of Applied Communication Research》2002,30(1):50-77

Although work-family benefits are increasingly important organizational policies, limited research addresses the impact of communication on benefit utilization. However, communication is significant because the perceived appropriateness of work-family benefits emerges through interaction. For example, when coworkers complain about "picking up the slack" for those using family leave, their discourse may impact future decisions of other workers regarding whether they utilize the work-family benefits available to them. We apply Giddens' (1984) Structuration Theory to examine organizational members' discursive responses to conditions (and contradictions) present in utilizing work-family benefits in a governmental organization. We argue the daily discursive practices of individuals can either reinforce or undermine formally stated work-family initiatives, and in turn discuss the implications of this "structuration" of policy.  相似文献   

How Persuasive Are Health Advertisements in First-Person Shooter Games? Exploring Knowledge-Activation and Thought-Disruption Mechanisms     

Jorge Peña  Subuhi Khan  Christopher N. Burrows  Hart Blanton 《Communication Research Reports》2018,35(4):293-302

This study examined whether persuasive health messages embedded in shooter games have broad or targeted effects on players’ willingness to engage in risk behaviors (N = 145). Participants presented with in-game health messages discouraging alcohol-impaired driving of motor vehicles showed reduced willingness to drink alcohol and to operate both motor and nonmotor vehicles, compared to those in a no-message gaming control condition. There were no spillover effects on willingness to smoke cigarettes or marijuana, thus implying targeted persuasive effects. In addition, players experiencing high instead of low cognitive load showed decreased postexperiment willingness to drink and operate nonmotor vehicles, thus suggesting that playing a game under high cognitive load can influence players’ attitudes. The findings replicate previous research and further expand on knowledge-activation and thought-disruption mechanisms underlying the persuasiveness of health messages.  相似文献   

What Stimulates Researchers to Make Their Research Usable? Towards an ‘Openness’ Approach     

Julia Olmos-Peñuela  Paul Benneworth  Elena Castro-Martínez 《Minerva》2015,53(4):381-410

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Equity and social exclusion measures in EU lifelong learning policies     

Elena Tuparevska  Rosa Santibáñez  Josu Solabarrieta 《International Journal of Lifelong Education》2020,39(1):5-17

ABSTRACT

The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union’s legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances  相似文献   

With Tools and Strategies Teachers Use in Online Courses： A Mexican Public University Case     

Lewis McAnally-Salas Erika Judith Espinosa-Gomez Gilles Lavigne 《美中教育评论》2011,(3):276-287

The rapid development of ICT （information technology and communication） in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC （Autonomous University of Baja California）, the early days of online education go hack to 1996, so the study period was from 1996 to 2009. An online survey was designed to fmd out the teachers＇ backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the Survey （68）. It was found that the highest percentage （33%） of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers＇ preference. In general, teachers expressed using the three main communication tools of online education： forums, chat and e-mail, favoring the use of e-mail. The communication slrategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed havi  相似文献   

Power,Perceptions, and Relationships: A Model of Co-Teaching in Higher Education     

John R. Morelock  Marlena McGlothlin Lester  Michelle D. Klopfer  Alex M. Jardon  Ricky D. Mullins  Erika L. Nicholas 《College Teaching》2017,65(4):182-191

Co-teaching has historically been used in K–12 education to provide students with disabilities access to general curriculum; therefore, much of the co-teaching literature has focused on the K–12 population. Research on collegiate co-teaching has been more limited and largely focused on the advantages and disadvantages of co-teaching, omitting important factors that affect relationships between partners. This qualitative study involved seven interviews of co-teachers of graduate and undergraduate classes in order to better understand interactions between college-level co-teaching dyads. Data analysis revealed themes of power and authority structures, dynamics of co-teaching relationships, and co-teachers' perceptions related to advantages of co-teaching, disadvantages of co-teaching, and student experiences. The researchers developed the Circular Model of Collegiate Co-Teaching, an original model to explain how these themes and subthemes are interrelated and affect each other. Specific best practices and new insights for collegiate co-teaching practice are discussed.  相似文献   

Validation of a self-perceived media competence instrument for pre-service teachers / Validación de un instrumento de autopercepción de competencia mediática para docentes en formación     

Julio-César Mateus  Wilson Hernández-Breña  Mònica Figueras-Maz 《Cultura y Educación》2019,31(2):436-464

Abstract

Key to guaranteeing the fundamental human rights of freedom of expression and information is the development of media competence, particularly in schools. Training teachers in the area of media competence is particularly important for developing these skills in the broader citizenry. In order to provide educators and educational policymakers with a useful diagnostic tool, we have designed a self-perception questionnaire. The questionnaire was applied to a sample of Peruvian education students (N = 501). On the one hand, the results confirm the construct’s coherence, validity and instrumental reliability. On the other hand, they allow us to propose a theoretically based update to the way in which this construct is interpreted and applied, confirming the multidimensionality of media competence. Finally, we use this empirical evidence to discuss the integral, transversal and ecological status of media competence.  相似文献   

Writing for professional recognition in higher education: understanding genre and expertise     

Marion Heron  Erika Corradini 《高等教育研究与发展》2020,39(5):968-981

ABSTRACT

This study draws on the theoretical frameworks of genre theory and writing expertise to explore how educators manage and excel in writing for professional recognition. Semi-structured interviews were conducted with four educators from different disciplines in which participants discussed their experiences of preparing and writing for Senior Fellow. Despite the fact that writing for professional recognition can be a contentious genre to manage with its reflective features favouring those from certain disciplinary backgrounds, the participants described positive and affirming experiences. The findings also suggest that educators are strategic in their approach, and that the writing process can have unexpected affordances including a developed knowledge of writing, professional confidence and a sense of empowerment. The findings have implications for developing systems and resources to support educators preparing for fellowship.  相似文献   

Publishing perspectives from the British Ecological Society: Partnership,community, collaboration,and innovation     

Emilie Aim  Erika L. Newton  Catherine Hill 《Learned Publishing》2020,33(1):52-56

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