Staff Self‐Appraisal at the Departmental Level: A Case Study     

H.R. Thompson  C.E. Deer  J.A. Fitzgerald  H.G. Kensell  B.C. Low  R.A. Porter 《高等教育研究与发展》1990,9(1):39-48

The introduction of academic staff appraisal in higher education institutions in Australia will require a considerable expansion in staff development facilities. An important issue will be the relative emphasis to be placed upon central staff development units as against structures at the faculty or departmental level. This case study, conducted at Macquarie University and aimed at improving teaching in higher education, explores the Self‐Appraisal Workshop as one such structure and suggests that it provides a very useful format at the faculty or departmental level because it brings together people teaching similar course units. As a result it is easier to integrate aspects such as curriculum design, assessment policies, academic content and teaching methods, than it is at the central level where staff development workshops usually have a cross‐faculty mix. An evaluation, based upon student ratings of teaching, interviews and staff reflection on the process, suggests that the Self‐Appraisal Workshop is a valuable technique for staff appraisal and development.  相似文献   

From theory to practice: the changing role of the school psychologist within programs for exceptional children     

J Porter  B C Holzberg 《American annals of the deaf》1979,124(4):444-449

  相似文献   

Rationalising for and against a policy of school-led careers guidance in STEM in the U.K.: a teacher perspective     

Richard Watermeyer  Pat Morton  Jill Collins 《International Journal of Science Education》2016,38(9):1441-1458

This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n?=?94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their ‘relational proximity’ to students and ‘informational distance’ from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures.  相似文献   

Task performance and response to frustration in children with attention deficit hyperactivity disorder     

Melinda Scime  Jill M. Norvilitis 《Psychology in the schools》2006,43(3):377-386

The present study examined performance on an arithmetic task of increasing difficulty and a frustrating puzzle task for children with ADHD and comparison children. Emotional competence also was investigated in the two groups. Sixty‐four children, 21 previously diagnosed with ADHD, participated. Performance on the arithmetic task was measured in terms of completion and accuracy. Children with ADHD had similar rates of accuracy for all levels of difficulty, but completed fewer problems. Performance on the puzzle task was measured both through completion and persistence. Although children with ADHD persisted for a similar amount of time compared to children without ADHD, they were more likely to quit the task before completion. Children with ADHD also were more likely to report that they became frustrated with the task. Furthermore, they tended to report that in general, they become more frustrated than other children. With regard to emotional competence, children with ADHD did not differ from the comparison children on their reported understanding of their own emotions or attention to emotions; however, children with ADHD reported that they engage in less mood repair. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 377–386, 2006.  相似文献   

A critical discourse analysis of practical problems in a foundation mathematics course at a South African university     

Kate le Roux  Jill Adler 《Educational Studies in Mathematics》2016,91(2):227-246

  相似文献   

The instructional design portfolio: “Life of a Star” museum exhibit     

Jill Hughes graduate from Lehigh University’s Masters program in Instructional Design  Development 《TechTrends》2005,49(5):61-63

  相似文献   

Tracking the nomadic life of the educational researcher: What future for feminist public intellectuals and the performative university?   总被引：2，自引：0，他引：2  

Jill Blackmore 《The Australian Educational Researcher》2003,30(3):1-24

Is the idea of the liberal university dead, has the postmodern university any chance of being emancipatory, has the theory-practice divide merely collapsed in an era of ‘new knowledge work’, or has the university just become one aspect of market states and global capitalism? Knowledge-based economies locate universities as central to the commodification and management of knowledge, while at the same time the legitimacy of the university and the academic as knowledge producers is challenged by postmodernist, feminist, post-colonial and indigenous claims within a wider trend towards the ‘democratisation of knowledge’ and a new educational instrumentalism and opportunism. What becomes of the educational researcher, and indeed their professional organisations, in this changing socio-political and economic scenario? Is our role one of policy service, policy critique, technical expert or public intellectual? In particular what place is there for feminist public intellectuals in a so-called era of postfeminism and public-private convergence? The paper draws on feminist and critical perspectives to mount a case for the importance of the public intellectual in the performative postmodern university.  相似文献   

Strategic Use of FAFSA List Information by Colleges     

Stephen R. Porter  Johnathan G. Conzelmann 《Research in higher education》2017,58(5):568-579

Students filling out the FAFSA list colleges and universities where they wish their data, sent. Until recently, colleges were provided this list, and the practice was suspended, given concerns that colleges were using the list to strategically allocate aid. Using the, 2011–2012 NPSAS, we analyze student financial aid packages to determine if list position, affects aid. We find little evidence that it does.  相似文献   

Learning from Texts and Visual Aids: a Developmental Perspective     

Phillip J. Moore  Jill J. Scevak 《Journal of Research in Reading》1997,20(3):205-223

The aims of this research were to investigate the ways in which students in primary and secondary schools process texts and accompanying visual aids and to ascertain any developmental patterns. Think-aloud protocols were gathered from 119 Grade 5, Grade 7 and Grade 9 students while they read and studied grade-appropriate History and Science materials which contained both text and visual aids (tables, diagrams). Analyses of the think-aloud protocols yielded over 50 different processes, subsumed under 10 major categories. While the History results showed no reliable grade differences in the 10 think-aloud categories, the Science results showed developmental differences. Older students demonstrated a more diverse array of strategies, and explicit linking of text and visual aid information was not as evident in the younger students. ANOVAs following cluster analyses showed weak relationships between cluster membership and outcomes. Implications for instruction are discussed.  相似文献   

Attractiveness of lactating females' breast odors to neonates   总被引：1，自引：0，他引：1  

J W Makin  R H Porter 《Child development》1989,60(4):803-810

A series of experiments investigated the responses of human infants to olfactory cues produced by lactating females. 2-week-old bottle-feeding girls oriented preferentially to the breast odor (odorized pad) of a nursing woman when paired with such odors from either a nonparturient female or axillary odors from the same lactating female. Responses to axillary odor from a lactating female did not differ from those to a clean (nonodorized) pad. These data indicate that breast odors from lactating females are especially attractive to female infants who are unfamiliar with the stimulus woman and who have had no prior breast-feeding experience.  相似文献