Applying computer spreadsheet technology to front-end instructional design tasks     

Glen Holmes  Thomas M. Sherman 《Performance Improvement》1989,28(3):7-10

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The Rhythms of a Teacher Research Group     

Terry J. Burant  Charles Gray  Elhadji Ndaw  Valerie McKinney-Keys  Glen Allen 《Multicultural Perspectives》2013,15(1):10-18

This paper presents an inside look at the rhythms of a year-long teacher research group by highlighting the experiences of four alternatively certified urban middle school teachers of color as they engaged in practitioner research about issues of gender equity, racial identity, and culturally relevant teaching. Using examples from “data dilemma” discussions about research issues and examples from their research, the article illustrates three distinct types of dilemmas that occurred over time and shows how the collective worked to solve research problems and improve the teaching practices of the participants in the group. Suggestions for creating and sustaining teacher research groups that examine issues related to diversity are included.  相似文献   

Traditional governance structures ‐ current policy pressures: The academic senate and Canadian universities     

Glen A. Jones  Theresa Shanahan  Paul Goyan 《Tertiary Education and Management》2013,19(1):29-45

Abstract

The objective of this paper is to identify current policy pressures in Canadian higher education and explore their implications for academic decision‐making bodies based on data we obtained in our national study on university senates. We describe two inter‐related sets of public policy pressures that have emerged in recent years in Canada including on‐going financial restraint and a renewed interest in university research. We conclude by reviewing a number of important implications for Canadian university governance in the context of contemporary policy pressures.  相似文献   

Through Student Eyes: Perceptions and Aspirations of Students from the Armenian State Agrarian University and Selected European Universities     

Glen C. Shinn  Gary E. Briers  Maria Navarro  Jason Peake  Brian Parr  Ani Ter-Mkrtchyan 《The Journal of Agricultural Education and Extension》2013,19(3):245-255

Abstract

This research compared attributes of students enrolled in the Armenian State Agrarian University (ASAU) with university students from 30 European countries (EFMD) about graduate study policy issues. A cross-national comparative design used a survey questionnaire to explore contextual, social and cultural phenomena. Samples included 801 ASAU and 3,265 EFMD students. Demographics of samples were similar. Students were largely unaware of the Bologna reforms and the impact on study abroad. Slightly more than half of EFMD participants were in a bachelor's programme compared to 96% of ASAU students. ASAU students held a more pragmatic rationale for foreign study, ranking ‘advancing professional careers’ as the top reason, while EFMD students chose ‘overall experience’. Obstacles included bureaucracy, funding and accommodations. Although groups had similar geographical preferences for foreign study, Eastern Europe was more preferred by ASAU students. Half of the EFMD students planned graduate enrollment ‘immediately following the degree’ compared to one-quarter of ASAU students. Half of the EFMD students were aware of mobility scholarships compared to three-quarters of ASAU students. One in two EFMD students reported university media rankings important compared to one in seven ASAU students.

The Bologna Declaration accelerated horizontal collaboration among European universities. Students have a larger collective voice in curriculum change. The findings of this research provide a better understanding of student aspirations, motivations, expectations and barriers. These findings can contribute to guiding policies and procedures for recruitment, admission, retention and mobility.  相似文献   

The horizontal and vertical fragmentation of academic work and the challenge for academic governance and leadership     

Glen A. Jones 《Asia Pacific Education Review》2013,14(1):75-83

Academic work has become increasingly fragmented. The horizontal fragmentation of the profession into disciplinary tribes has been accompanied by the increasing participation of student affairs and educational development professionals located outside the academic units but are actively engaged in academic work, such as supporting teaching and student learning. An increasing vertical fragmentation of academic work has recently occurred within academic units with the increasing employment of contract university teachers and research assistants. In Canada, horizontal and vertical fragmentations have occurred while universities and strong faculty unions have protected the “traditional” tenure-stream professoriate. Drawing on recent research, the author argues that these Canadian full-time faculties have high levels of job satisfaction and are well-remunerated, productive scholars. Maintaining the status and the supportive working conditions of the full-time, tenure-stream professoriate has largely been accomplished through labor cost efficiencies created by the increasing use of part-time, contractual university teachers, now frequently represented by labor unions that are distinct from their full-time peers. This article discusses the challenges for academic governance and leadership associated with this increasing fragmentation of academic work in the context of the “global” university.  相似文献   

A strong core of qualities—a model of the professional educator that moves beyond reflection   总被引：1，自引：1，他引：0  

Karen McArdle  Norman Coutts 《Studies in Continuing Education》2013,35(2):225-237

This paper seeks to move beyond reflective practice as an approach to continuing professional development in teaching and related professions. Drawing on experience of working with teachers in a Scottish Higher Education context, consideration is given to what makes a “good” teacher, leading to a new model proposal that emphasises the importance to continuing professional development of sense making. A strong core of qualities is identified as an important characteristic of teachers able to grow and develop practice. The composition, characteristics and action of this strong core are identified.  相似文献   

Taking teachers' continuous professional development (CPD) beyond reflection: adding shared sense-making and collaborative engagement for professional renewal     

Karen McArdle  Norman Coutts 《Studies in Continuing Education》2013,35(3):201-215

While reflection continues to be promoted as a central feature of teachers' continuous professional development (CPD) activities in Scotland and elsewhere, a wider debate across professions and national boundaries has opened as to how reflection might be re-conceptualised to restore its social and critical dimensions. This paper seeks to contribute to this debate, arguing that drawing ideas from the literatures on both reflection and communities of practice provides a sounder foundation upon which to build CPD activities that are likely to support professional renewal than that provided by either concept by itself. In particular, the authors draw on their participation in a number of Scottish research and development projects to focus on shared sense-making and collaborative engagement as activities that can enhance reflection. The paper concludes with a set of design principles for CPD activities.  相似文献   

Impression Management in Chat Rooms: A Grounded Theory Model   总被引：1，自引：0，他引：1  

Jennifer A. H. Becker  Glen H. Stamp 《Communication Studies》2013,64(3):243-260

This paper investigates impression management and misrepresentation in chat rooms (a form of computer‐mediated communication, or CMC) from the vantage point of 10 chat room participants. The grounded theory approach was employed to derive a model firmly rooted in participants’ accounts. The resultant model reveals the motivations for engaging in impression management, the strategies used while in the chat rooms, as well as the goals achieved during this process. To illustrate the model, the experience of 1 chat room user is detailed. By producing a set of relationships among concepts, this study represents chat room participants’ experiences in a meaningful and coherent way. Findings are linked to extant theory and the value of this study is explored.  相似文献   

Maximal work production following two levels of artificially induced metabolic alkalosis     

D.C. McKenzie  K.D. Coutts  D.R. Stirling  H.H. Hoeben  G. Kuzara 《Journal of sports sciences》2013,31(1):35-38

In order to determine the influence of two artificially induced alkalotic states on the ability to perform maximal exercise, six male subjects (mean age, 22.0 years; mean height, 176.8 cm; mean weight, 69.1 kg; mean VO₂ max, 3.83 1 min^‐1) were studied during three experimental trials. The subjects performed six 60‐s cycling bouts, at a work rate corresponding to 125% VO₂ max, with 60 s recovery between work bouts; these regimes were performed 1 h after the ingestion of a solution containing either: I, placebo; II, NaHCO₃ in a dosage of 0.15 g per kg body weight; or III, NaHCO₃ 0.30 g per kg body weight. The sixth work bout was continued until the pedal velocity dropped below 50 rev min^‐1. Total work done for the entire work period was calculated. Blood samples were taken from a forearm vein prior to the exercise bouts for analysis of pH and HCO₃. The results showed a significant pre‐exercise difference in pH and HCO₃ for all conditions (P<0.01). In conditions where artificial alkalosis had been achieved prior to exercise there was significant increase in the work produced: I, 121.6 kJ; II, 133.1 kJ; III, 133.5 kJ (P<0.05). The time to fatigue in the sixth bout was also significantly increased: I, 74.7 s; II, 111.0 s; III, 106.0 s (P<0.05). There were no significant differences between conditions II and III. Thus augmentation of the bicarbonate reserves has a significant positive effect on the energy metabolism in interval‐type exercise, leading to an increase in the work done and in the time to fatigue. However, an increasing level of alkalosis had no additional benefit, suggesting that maximum contribution to buffering capacity had been achieved at the lower dose.  相似文献   

The burdens of proof     

Glen Van Brummelen 《Metascience》2016,25(2):243-245

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