The impacts of different types of workload allocation models on academic satisfaction and working life   总被引：1，自引：0，他引：1  

Iris Vardi 《Higher Education》2009,57(4):499-508

Increasing demands on academic work have resulted in many academics working long hours and expressing dissatisfaction with their working life. These concerns have led to a number of faculties and universities adopting workload allocation models to improve satisfaction and better manage workloads. This paper reports on a study which examined the workload models in use across a large Australian university. Analysis revealed that the various models could be categorised into three types. The pros, cons and impacts of these three categories of model were compared from both a management and staff perspective. The study found that while models of all types can lay the foundation for equitable distribution of workload, some categories of model can have unintended consequences with negative effects on the work culture and hence staff satisfaction.  相似文献   

Diffraction as a Methodology for Feminist Onto-Epistemology: On Encountering Chantal Chawaf and Posthuman Interpellation     

Iris van der Tuin 《Parallax》2014,20(3):231-244

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Re-Envisioning Learning,Re-Engaging the Literature     

Josh Radinsky  Iris Tabak 《学习科学杂志》2016,25(2):153-155

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Die Genese von Trendsportarten     

Günter Breuer  Iris Sander  Jürgen Schwier 《Sportwissenschaft》2005,35(3):353-355

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Participatory planning for project sustainability of environmental education projects: a case study of the Secondary Teacher Training Environmental Education Project (St2eep) in Zimbabwe     

Jan Van Ongevalle  Steff Deprez  Iris Jane‐Mary Chimbodza 《Environmental Education Research》2011,17(4):433-449

Within the first year of the Secondary Teacher Training Environmental Education Project (St²eep) in Zimbabwe, project stakeholders, including lecturers, college administrators, local project coordinators, and donor representatives, expressed concern about the non‐sustainability of the project due to its over‐reliance on its international donor. In response to this challenge, a process of critical self‐reflection through self‐assessment workshops was started to give an opportunity for key project stakeholders to explore the challenge of project sustainability. Applying the principles of expansive learning theory to St²eep’s reflection processes, this paper shows how the contradictions that emerge from the interaction between different project stakeholders can be powerful sources for learning. This has resulted in new forms of activity to address the challenge of project sustainability in St²eep. The insights of this paper may be useful for other donor‐funded environmental education projects that are confronted with the challenge of project sustainability.  相似文献   

Environmental projects of Jewish and Arab youth in Israel: the adult leaders’ views     

Iris Alkaher  Tali Tal 《Environmental Education Research》2011,17(2):235-259

Socio‐environmental projects involving Arab and Jewish youth in Israel are uncommon. In this study, we interviewed 16 adult leaders of two projects that were carried out in the Galilee in northern Israel, to better understand the views of the leaders and their motives. The two projects focused on mutual environmental issues and dealt with social, cultural, and political aspects with respect to the environmental context. The participants were teachers and principals of the students who participated in the projects and facilitators of two environmental organizations. We found diverse views with respect to environmental education, local environmental issues, and possible solutions. The Arab adults expressed stronger attachment to the local environment than the Jewish ones. The major projects’ goals according to the leaders included: (improving) knowledge, awareness, and environmental behavior of the students and their communities; an opportunity for taking part in community collaboration and action; an opportunity for multicultural interaction; and meaningful long‐term learning in the outdoors. Our findings highlight the importance of identifying the views of educators of diverse cultures in order to carry out future successful multicultural environmental projects. Our findings also suggest adopting critical pedagogy of place while designing and implementing such projects in sensitive regions such as Israel.  相似文献   

Creating a Digital Jamaican Sign Language Dictionary: A R2D2 Approach     

Gregory MacKinnon  Iris Soutar 《学校用计算机》2015,32(3-4):224-239

The Jamaican Association for the Deaf, in their responsibilities to oversee education for individuals who are deaf in Jamaica, has demonstrated an urgent need for a dictionary that assists students, educators, and parents with the practical use of “Jamaican Sign Language.” While paper versions of a preliminary resource have been explored with some success, the need for a digital version, including multimedia, is both timely and boasts better pedagogical potential. In a joint action research project, the author has prepared a pilot DVD in Adobe Acrobat format using a collaborative recursive, reflective design, and development (R2D2) design model. This article addresses the design and concomitant processes involved as the pilot study and feedback loops become implemented.  相似文献   

Social Justice Research in the Learning Sciences     

Iris Tabak  Josh Radinsky 《学习科学杂志》2013,22(3):269-271

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Bilingual education policy in the United States     

Iris C. Rotberg 《Prospects》1984,14(1):133-147

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Allometric scaling of Wingate anaerobic powertest scores in women     

Hetzler RK  Stickley CD  Kimura IE 《Research quarterly for exercise and sport》2011,82(1):70-78

In this study, we developed allometric exponents for scaling Wingate anaerobic test (WAnT) power data that are effective in controlling for body mass (BM) and lean body mass (LBM) and established a normative WAnT data set for college-age women. One hundred women completed a standard WAnT Allometric exponents and percentile ranks for peak (PP) and mean power (MP) were established. Allometric exponents were applied to WAnT scores for an independent sample (n=31) to assess external validity. PP and MP were 477.0 W (SD = 80.0) and 372.6 W (SD = 61.5), respectively. Allometrice exponents for PP and MP scaled for BM were b = 0.92 and b = 0.76, respectively, and for LBM they were b = 0.93 and b = 0.91, respectively. In the independent sample, these exponents produced correlations between allometrically scaled PP and MP and BM of r = -.02 and r = .02, respectively. Correlations between allometrically scaled PP and MP and LBM were r = .004 and r = -.02, respectively. The allometric exponents were effective in partialing out the effect of BM for PP and MP and demonstrated acceptable levels of external validity when applied to an independent sample. The allometric exponents and normative values provide a useful tool for comparing WAnT scores in college-age women without the confounding effects of BM or LBM.  相似文献