Performance monitoring of university research     

Jeanette Baird 《Tertiary Education and Management》1998,4(3):169-181

  相似文献   

Environmental architects     

Mark Laurence Berman 《Performance Improvement》1970,9(2):16-19

  相似文献   

Instructions and behavior change: a taxonomy     

M L Berman 《Exceptional children》1973,39(8):644-650

  相似文献   

The state's stake in educational reform     

Edward H. Berman 《The Urban Review》1986,18(1):6-18

This article argues that the recent national reports on educational reform must be understood as manifestations of the influence of capital and the state. The considerable pressure exerted on the schools by representatives of state capitalism does not guarantee that the proposed reforms will be enacted, however. The contradictory nature of the school's location in the democratic capitalist state, coupled with various forms of teacher and student resistance to the reports' recommendations, afford the opportunity for progressive educators to strip away the mystique of the school as a neutral site and to challenge the dominant ideology.A somewhat different version of this paper will appear in Shea, C., Sola, P., & Kahane, E., (eds.),The New Servants of Power: A Critique of the 1980's School Reform Movement. Greenwood Press (forthcoming).  相似文献   

The (d)(t)oxic lifeworld of early career postgraduate supervisors     

Jeanette Maritz  Paul Prinsloo 《Teaching in Higher Education》2019,24(4):563-577

In the context of higher education as social space or field in the Bourdieusian sense, exploring the lived experiences of early career postgraduate supervisors allow us to (re)consider the institutionalised rhythms, procedures and practices that shape graduate supervision. At the intersections of, inter alia, increasing numbers postgraduate students, the urgent need to transform SA higher education, and the need for appropriately qualified and experienced supervisors, many early career postgraduate supervisors are caught between understanding the doxa and orthodoxy shaping postgraduate supervision, and the necessary symbolic capital to formulate, engage with and practice heterodoxy. This article employs Bourdieu’s doxic schema (doxa, orthodoxy and heterodoxy) along with symbolic capital to make visible the doxic lifeworld experiences and journeys of early career supervisors. The research found that early career supervisors are often under-prepared, lacking symbolic capital and experiencing (toxic) shame.  相似文献   

The Impact of Performance Indicators on the Work of University Academics: Evidence from Australian Universities   总被引：1，自引：0，他引：1  

Jeanette Taylor 《Higher Education Quarterly》2001,55(1):42-61

This paper examines the impact of the application of performance indicators on the teaching and research activities of 152 university academics from four representative Australian universities. Most of the participants reported an increase in pressure to focus on the activities measured by the teaching and research performance indicators. A majority of the participants also indicated that their approach to teaching and research have changed. In research, this essentially meant focusing on external research grants applications and publications, and maximising the quantity produced from these activities. Some staff did use various strategies to increase their scores such as writing shorter papers in order to increase the quantity of publications. Moreover, a sizeable proportion of the participants indicated a shift in their work priorities towards research at the expense of teaching. One possible reason could be the lack of special incentives to increase their emphasis on teaching.  相似文献   

Heuristics for planning university study at a distance     

Agnes E. Dodds  Jeanette A. Lawrence 《Distance Education》1983,4(1):40-52

A model was developed at Murdoch University, Western Australia, to describe distance students’ perceptions of their aims and plans for studying a course. The model follows Polya's Heuristic and Newell & Simon's General Problem Solver of students’ plans and sub‐goals for achieving those plans.

Verbal reports of four students were described using the model, and showed that students’ goals were different from those of the course academic, and that student goals influenced how they planned and organized their study. Implications for the formalization of the model for understanding student behaviour are discussed, as is educational relevance for design of external courses.  相似文献   

Undergraduate students’ actorship in studying an educational sciences course in a Swedish context     

Anders Nelson  Jeanette Bengtsson 《高等教育研究与发展》2008,27(3):187-199

The study aimed to investigate how students in an introductory educational sciences course experienced and understood their own actorship during the course, in relation to conditions for learning created by the teachers. The analyses were based on students’ answers to an evaluation questionnaire that produced both quantitative and qualitative data. Those students who experienced opportunities to influence the course activities also stated that they had contributed to the development of the course to a greater extent than did those who experienced no such opportunities. There was no correlation between not feeling informed about the conditions for the course and seeking complementary information. The analysis also generated five different categories based on how the students viewed their own actorship, varying from ‘no actorship since it is not meaningful’ to ‘Real actorship exists’. The results are discussed in relation to methodological reflections and as implications for increasing students’ actorship.  相似文献   

Using Situational Interest to Enhance Individual Interest and Science-Related Behaviours     

David Palmer  Jeanette Dixon  Jennifer Archer 《Research in Science Education》2017,47(4):731-753

Situational interest is a relatively transient reaction to highly stimulating factors in the immediate environment, whereas individual interest is a relatively long-term preference for a particular subject or activity. It has been proposed that regular experiences of situational interest in a subject may eventually lead to the development of individual interest in that subject. Importantly, this should also result in an increase in behaviours related to that domain. For example, a student who develops an individual interest in science would be expected to spend more time on science-related activities such as reading about science, talking with other people about science, or watching science shows on TV. However, the extent to which this does happen has not yet been established. The purposes of this study were to find out whether regular experiences of situational interest in science classes can enhance individual interest in science and whether there is an associated increase in science-related activities. The participants were primary teacher education students who were enrolled in a semester-length science course. Data were collected using a survey, an interest inventory, open-ended questionnaires and interviews. It was found that regular experiences of situational interest during the course were associated with positive changes in individual interest in science and increased participation in science-related activities. These changes remained relatively stable over a delay period of 10 months after the end of the course.  相似文献   

Whose Quality Conventions? The Application of Convention Theory in Higher Education     

Baird  Jeanette 《Tertiary Education and Management》2008,14(1):67-79

Tertiary Education and Management - Internationally, demands for greater certainty over the quality of higher education are multiplying. This article argues that convention theory offers insights...  相似文献