The Color of Leadership     

Jonathan D. Jansen 《The Educational forum》2013,77(2):203-211

On July 1, 2000, I became the first black dean of Education in the almost 100-year existence of the formidable University of Pretoria, South Africa. This essay offers a set of meditations on being a black dean in a white university at the birth of a post-apartheid democracy. There are many sides to this narrative. It is a story of leading in a young democracy and about black leadership in a conservative white environment. It is about the emotions and politics of change. It is about engaging established patterns of certainty and control, and managing the inevitability of loss and change. It is about race, reconciliation, and restitution—all at the same time.  相似文献   

Determinants of timely completion: the impact of Bachelor's degree programme characteristics and student motivation on study progress     

Cor J.M. Suhre  Ellen P.W.A. Jansen  M. Torenbeek 《高等教育研究与发展》2013,32(3):479-492

Timely completion of university degree programmes is a topic of growing concern to higher education institutions and their students. This paper reports on a study about the impact of degree programme characteristics and student motivation on study progress. The setting for the study is a Dutch law school. Data on degree programme characteristics, student ability, motivation, academic performance and academic pressure were collected from 168 first-year students six months after the start of their studies. Analysis of the effects of degree programme characteristics and students' initial motivation on study progress shows that study progress mainly depends on ability, timely completion goals and transparency of assessments. The study also shows that transparency of assessment procedures considerably lowers fear of failure and academic pressure.  相似文献   

The Impact of Receivers’ Nationality and Cultural Orientation on the Effects of Fear Appeals in Health Communication     

Carel Jansen  Geke van der Kroef 《Journal of Intercultural Communication Research》2019,48(1):72-90

Participants from the Netherlands (n = 52), China (n = 50), and South Africa (n = 166) either read a self-targeted or a family-targeted fear appeal message about chlamydia. Seven aspects of individual cultural orientation were measured, and six effects of the different messages. Interactions between nationality and target of threat were found on perceived severity, perceived susceptibility, and danger control. Only for perceived susceptibility, a difference in cultural orientation partly explained this interaction. The outcomes add to the doubts about claims in earlier literature about the relevance of receivers’ nationality and cultural orientation for developing a fear appeal message.  相似文献   

A letter to the editor     

Margo Murray-Hicks 《Performance Improvement》1983,22(1):16-17

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Preserving evidential value in geographic information systems     

Daniel Jansen 《Archives and Museum Informatics》1994,8(3):192-204

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Political symbolism as policy craft: explaining non-reform in South African education after apartheid     

Jonathan D. Jansen 《教育政策杂志》2013,28(2):199-215

The policy literature in developing countries is replete with narratives of ‘failure’ attributed to the lack of resources, the inadequacy of teacher training, the weak design of implementation strategy, and the problems of policy coherence. This research on education policymaking after apartheid presents the following puzzle: what if the impressive policies designed to change apartheid education did not have ‘implementation’ as their primary commitment? Drawing on data from seven detailed case studies, the construct of ‘political symbolism’ is proposed as a first step towards developing a more elaborate theory for explaining one of the most intractable problems in policy studies: the distance between policy ideals and practical outcomes.  相似文献   

Adult education and critical identity development: from a deficiency orientation towards a competency orientation     

Theo Jansen  Danny Wildemeersch 《International Journal of Lifelong Education》2013,32(5):325-340

The translation of this paper has been made possible with the financial help of the Koninklijke Nederlandse Akademie van Wetenschappen (the Royal Dutch Academy of Sciences)

In this paper the authors criticise the growing tendency to conceive of adult education as a qualification oriented field of practice. Especially with respect to disadvantaged groups in society this orientation could have a stigmatizing effect. Various agents of education consider them as deficient and hence describe their identity in negative terms. Contrary to this, the authors develop a more positive orientation towards identity development and outline a new understanding of adult education. Their approach is inspired by insights developed in an area of cultural studies.  相似文献   

The social choices of students in racially integrated classes for the culturally disadvantaged talented     

V G Jansen  J J Gallagher 《Exceptional children》1966,33(4):221-226

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The relationship between first‐year achievement and the pedagogical‐didactical fit between secondary school and university     

Marjolein Torenbeek  Ellen Jansen  Adriaan Hofman 《Educational studies》2011,37(5):557-568

Central in this study is the degree to which the pedagogical‐didactical approach in undergraduate programmes aligns with the pedagogical‐didactical approach in secondary schools, and how this is related to first‐year achievement. Approaches to teaching at secondary schools and in first‐year university programmes were examined by interviewing school management, school teachers and university lecturers. The teaching approaches found within the schools were contrasted against the academic teaching approaches, resulting in four types of fit. With multiple regression analysis the relationships between these four types of fit, gender, prior achievement and first‐year achievement were examined. The results showed that prior performance is positively related to first‐year achievement, as well as a fit characterised by more student‐centred teaching in the first year compared to the approach to teaching at secondary school.  相似文献   

Mental rotation performance in fourth graders: No effects of gender beliefs (yet?)     

Corinna Titze  Petra Jansen  Martin Heil 《Learning and individual differences》2010,20(5):459-463

The influence of gender beliefs on cognitive task performance has been demonstrated repeatedly for adults. For children, there is evidence that gender beliefs can substantially impede or boost math performance — a task where gender differences in favour of boys declined over past decades. Therefore, we examined this phenomenon using the Mental Rotations Test (MRT), a task where gender differences still occur reliably favouring males — for adults as well as for children. A sample of 252 fourth graders, whose beliefs about spatial ability were manipulated experimentally (instructions given: boys are better, girls are better or independent of gender) had to complete the MRT. In contrast to adult's literature, children's performance did not decrease or increase as a function of instruction: boys always outperformed girls; girls not even outperformed their same-sex counterparts given the “girls better” instruction. The transfer of the conceptual approach failed — possible reasons are discussed.  相似文献