Codes of Conduct for Undergraduate Teaching in Four Types of Colleges and Universities     

Dawn E. Lyken-Segosebe  John M. Braxton  Mary K. Hutchens  Eugenia Harris 《Innovative Higher Education》2018,43(4):289-302

Codes of conduct for undergraduate teaching stipulate quality professional standards for teaching. Besides contributing to the safeguarding of student welfare, such codes are critical given the autonomy the professoriate has in the performance of its teaching role, the need for professional self-regulation, and research evidence linking positive teacher behaviors to student success. This study investigated the incidence of publicly-posted codes of conduct for undergraduate teaching in four types of institutions. It is the first stage of a research program that will assess the extent of faculty adherence to codes of conduct and arrangements for reporting and instituting sanctions for violations of such codes.  相似文献   

The long and winding road: Routine creation and replication in multi-site organizations     

Andrew Davies  Lars Frederiksen  Eugenia Cacciatori  Andreas Hartmann 《Research Policy》2018,47(8):1403-1417

Prior research on organizational routines in the ‘capabilities’ literature has either studied how new routines are created during an exploratory process of variation and selection or how existing routines are replicated during a phase of exploitation. Few studies have analyzed the life cycle of new routine creation and replication as an integrated process. In an in-depth case study of England’s Highways Agency, this paper shows that the creation and replication of a new routine across multiple sites involves four sequential steps: envisioning, experimenting, entrenching and enacting. We contribute to the capabilities research in two ways: first, by showing how different organizational levels, capabilities and logics (cognitive and behavioural) shape the development of new routines; and second, by identifying how distinct evolutionary cycles of variation and selective retention occur during each step in the process. In contrast with prior research on replication as an exact copy of a template or existing routine, our study focuses on the replication of an entirely new routine (based on novel principles) that is adapted to fit local operational conditions during its large-scale replication across multiple sites. We draw upon insights from adjacent ‘practice research’ and suggest how capabilities and practice studies may complement each other in future research on the evolution of routines.  相似文献   

Poland: The Radio and Television University for Teachers     

Eugenia Potulicka 《Prospects》1988,18(2):207-215

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Adult Education Policy and the European Union: Theoretical and Methodological Issues     

Eugenia A. Panitsides 《International Journal of Lifelong Education》2014,33(3):430-434

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Interview with Ariadne     

Eugenia A. Panitsides 《Educational gerontology》2013,39(12):944-945

Ariadne's story advocates the impetus for launching initiatives to raise awareness on the multiple returns of investment in educational initiatives during the Third Age. Ariadne, a 69-year-old Greek widow, discovered the “world of learning” back in 2009 when she joined Adult Education Centres (AECs), referring with enthusiasm to a series of wider benefits having emanated from her encounter with Lifelong Learning. However, in May 2011, due to the economic recession, the Greek Ministry of Education abruptly closed all AECs and along them the “gateway” for many individuals like Ariadne to knowledge, socializing and active aging.  相似文献   

Memory objects in project environments: Storing, retrieving and adapting learning in project-based firms     

Eugenia Cacciatori 《Research Policy》2008,37(9):1591-1601

This paper investigates the role of objects holding representations of knowledge in the transfer of learning across projects. On the basis of an in-depth case study, this paper shows that the way in which relatively simple artifacts, such as Excel workbooks, represent knowledge enables them to act as boundary objects across occupations and as memory devices across projects. It is the temporal capacity of these boundary objects that makes them points of juncture in a widely distributed memory system, enabling project-based firms to balance preservation and adaptation of knowledge. The mechanisms for the preservation of learning are not missing from project environments, rather they are less visible and less direct than in other settings, and therefore less docile in the face of managerial action.  相似文献   

Supporting Parents with Two Essential Understandings: Attachment and Brain Development     

Eugenia Hepworth Berger 《Early Childhood Education Journal》1999,26(4):267-270

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Representation of the cell and its processes in high school students: An integrated view     

Fernando Flores  Ma Eugenia Tovar  Leticia Gallegos 《International Journal of Science Education》2013,35(2):269-286

This paper presents an integrated view of the ideas and conceptual problems of high school students with respect to the cell, its processes, structure and relation to the functions of multicellular organisms. The theme of cell has divided into eight topics, with a questionnaire for each topic. In these topics, different levels of representation and understanding are distinguished between general considerations about plants and animals, those connected with processes at organ and system levels and, finally, the level of cell processes. Data from 1200 students were analysed. Results show that students have an analogical mechanism that establishes an isomorphism between the representation of the functioning of multicellular organisms of cell processes. A series of problems in understanding was also shown. Results imply that these problems are mainly due to students' lack of differentiation between some processes at organism and organ level, and have important implications for learning this subject. Finally, some suggestions are made for teaching.  相似文献   

Hypothalamic–Pituitary–Adrenal and Sympathetic Nervous System Activity and Children's Behavioral Regulation     

Jared A. Lisonbee  Patricia Pendry  Jacquelyn Mize  Eugenia Parrett Gwynn 《Mind, Brain, and Education》2010,4(4):171-181

Self-regulation ability is an important component of children's academic success. Physiological reactivity may relate to brain activity governing attention and behavioral regulation. Saliva samples collected from 186 preschool children (101 boys, mean age = 53 months, 34% minority) before and after a series of mildly challenging games and again 30 min following the challenges were used to assess hypothalamic–pituitary–adrenal (HPA) (cortisol) and sympathetic nervous system (SNS; alpha-amylase) activity. Behavioral regulation was measured in delay of gratification and slow-down motor activities included in the challenge task. Cortisol and alpha-amylase were related differentially to aspects of behavioral regulation. Low cortisol was related to classroom regulation difficulties. Children with greater cortisol elevations following the challenge task had poorer performance on the slow-down motor task. Children with greater increases in salivary alpha-amylase following challenge were less able to delay gratification. Results suggest that HPA axis and SNS arousal may contribute differentially to behavioral regulation ability.  相似文献   

Laboratory materials: Affordances or constraints?     

Rebecca C. Jordan  Maria Ruibal‐Villasenor  Cindy E. Hmelo‐Silver  Eugenia Etkina 《科学教学研究杂志》2011,48(9):1010-1025

Laboratory instruction is critical to the understanding of biology and is a central piece of biological sciences instruction. Although much investigation has focused on the content of biology laboratory exercises, we contend that understanding the extent to which the laboratory materials can aid or limit experimental investigation is of equal importance. In this study, therefore, we investigate the role of timing and availability of laboratory equipment in the context of two different laboratory exercises. We use both case study and an experimental approach to investigate how laboratory materials guide the planning, context, creativity, and timing of ideas shared among students. Our data support the notion that providing students with laboratory equipment before students plan and consider different experimental approaches can constrain students' ideas and encourage tool‐focused solutions to experimental design tasks. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1010–1025, 2011  相似文献