Academic identity,confidence and belonging: The role of contextualised admissions and foundation years in higher education     

Katriona O'Sullivan  Niamh Bird  James Robson  Niall Winters 《British Educational Research Journal》2019,45(3):554-575

This article presents a cross-national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year-long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well-established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed-method approach. Questionnaires and in-depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non-traditional students.  相似文献   

Action groups as a participative strategy for leading whole-school health promotion: Results on implementation from the INCLUSIVE trial in English secondary schools     

Emily Warren  Leonardo Bevilacqua  Charles Opondo  Elizabeth Allen  Anne Mathiot  Grace West  Farah Jamal  Russell Viner  Chris Bonell 《British Educational Research Journal》2019,45(5):979-1000

Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole-school health promotion. Such groups can coordinate multi-component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole-school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole-school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers.  相似文献   

Attachment,Communication, and Relationship Functioning Among College Student Veterans and Nonveterans     

Shelley A. Riggs  Kellye S. Carver  Daniel Romero  Sandra B. Morissette  Jamie Wilson  Robyn Campbell  James McGuffin 《Journal of College Counseling》2019,22(2):110-124

This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans.  相似文献   

Letter from the Editors     

Peter James Bentley  Carroll Graham 《Journal of Higher Education Policy & Management》2019,41(2):119-120

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Letter from the editors     

Peter James Bentley  Carroll Graham 《Journal of Higher Education Policy & Management》2019,41(4):359-360

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Supporting Teaching Faculty as Scholars: A Developmental Model     

Leah A. Zuidema  G. James Daichendt  Kerry Fulcher 《Christian Higher Education》2019,18(1-2):78-97

Professors from across the academic disciplines at Council for Christian College & Universities (CCCU) institutions have traditionally excelled in their teaching. In recent years, CCCU faculty have also increasingly been expected to conduct research and to publish scholarly work. As CCCU institutions expand research and scholarship expectations for faculty, we must also provide the requisite support for professors to be effective in this work. In this article, we highlight institutional practices to encourage, support, and celebrate scholarly writing and research by faculty. Drawing upon findings from Zuidema's 2016 survey of CCCU chief academic officers, we offer benchmark practices for communicating expectations, offering tangible supports and resources, augmenting accountability measures with formative feedback, and recognizing and celebrating scholarship. Against this backdrop, we highlight practical, affordable strategies used at Point Loma Nazarene University (PLNU) in California and Dordt College in Iowa, two CCCU institutions that have increased expectations for scholarship in recent years. Through these illustrations, we aim to inspire new and creative strategies for supporting scholarship by showing how these practices are an outgrowth of a developmental philosophy of leadership that seeks to invest in the core resource of CCCU institutions: the faculty.  相似文献   

Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)     

Valerie Dean O’Loughlin  Polly R. Husmann  James J. Brokaw 《Anatomical sciences education》2019,12(2):181-190

Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.  相似文献   

What Does a Modern Anatomist Look like? Current Trends in the Training of Anatomy Educators     

Audra F. Schaefer  Adam B. Wilson  J. Bradley Barger  Homaira M. Azim  James J. Brokaw  William S. Brooks 《Anatomical sciences education》2019,12(3):225-235

Anatomical sciences are foundational to the health professions, yet little is known about the qualifications of anatomy educators at the graduate and professional level in the United States. Moreover, there is concern that the number of qualified anatomy educators being trained may be insufficient to meet the growing demand posed by new and expanded programs in medicine and allied health specialties. The authors surveyed anatomists from across the country to (i) characterize the educational credentials of current anatomy educators and (ii) assess the perceived need for education-focused postdoctoral positions or formal mentorships to prepare anatomists for teaching-intensive faculty positions. To probe the survey responses more deeply, one-on-one interviews were conducted with eight individuals selected to represent a diverse sample of respondents in terms of institution, gender, and academic rank. Results indicate that 30–40% of educators at the graduate level and approximately 60% of those at the undergraduate level lack graduate coursework in histology, embryology, and neuroanatomy. Forty-five percent of respondents had completed a postdoctoral fellowship. Eighty-six percent replied “yes/maybe” to the question of whether an anatomy education postdoctoral fellowship would benefit doctoral graduates. The top 3 reasons for this recommendation were to (i) establish independent educational research, (ii) improve a publication record, and (iii) gain additional teaching experience. Notable weaknesses of education-focused postdoctoral training were related to finances, fear of exploitation, and undervaluing of teaching. Moving forward, postdoctoral fellowships and other forms of postgraduate training may represent a key strategy for training anatomists in the current educational climate. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists.  相似文献   

Students’ Reflections on Their Field Practicum: An Analysis of BSW Student Narratives     

Qiang Chen  Regina M. Russell 《Journal of Teaching in Social Work》2019,39(1):60-74

This qualitative study was undertaken to explore what undergraduate students reflect on during their learning to practice social work in the field. Reflection is essential in the social work field practicum where students learn the practice of social work by doing. Seventeen BSW students’ final field practicum learning papers are analyzed. Four themes emerge that highlight the content of their reflections: situations of uncertainty, opportunities for application, tensions in action, and confrontations with others. This article presents in detail these 4 themes. Discussion includes suggestions for helping students better engage in reflective learning.  相似文献   

美国优质网络课程的案例介绍   总被引：1，自引：0，他引：1  

李艳  Kim E.Dooley  James R.Lindner 《远程教育杂志》2011,29(1):90-95

近十年来,我国高校网络课程建设成果显著,但其中暴露出的理论与实践相脱离的现象也比较严重。通过介绍美国德克萨斯A&M大学Dooley教授开设的网络课程《远程教育的高级方法》,尝试剖析其作为优质网络课程在管理平台、教学设计、交互安排、评价方法以及支持服务等方面所具有的特征,以期与国内远程教育的研究者和实践者分享经验。  相似文献