An international study of the gendered nature of academic work: Some cross-cultural explorations   总被引：2，自引：1，他引：2  

Millicent Poole  Laurel Bornholt  Fiona Summers 《Higher Education》1997,34(3):373-396

This study explores the gendered nature of academic work based onthe Carnegie Foundations International Survey of the Academic Profession.Characterisation of related yet discrete aspects of academic work describescommonalities between men and women, and in particular, highlights theaspects that discriminate between them. Responses by men and women fromAustralia, Germany, Hong Kong, Israel, Mexico, Sweden, UK and USA wereanalysed within following themes: working conditions; professionalactivities of teaching, research, and service; issues of governance andmanagement, and the international dimensions of academic work.  相似文献   

Assessing Model Similarity in Structural Equation Modeling     

Keke Lai  Samuel B. Green  Roy Levy  Ray E. Reichenberg  Yuning Xu  Marilyn S. Thompson 《Structural equation modeling》2016,23(4):491-506

Two models can be nonequivalent, but fit very similarly across a wide range of data sets. These near-equivalent models, like equivalent models, should be considered rival explanations for results of a study if they represent plausible explanations for the phenomenon of interest. Prior to conducting a study, researchers should evaluate plausible models that are alternatives to those hypothesized to evaluate whether they are near-equivalent or equivalent and, in so doing, address the adequacy of the study’s methodology. To assess the extent to which alternative models for a study are empirically distinguishable, we propose 5 indexes that quantify the degree of similarity in fit between 2 models across a specified universe of data sets. These indexes compare either the maximum likelihood fit function values or the residual covariance matrices of models. Illustrations are provided to support interpretations of these similarity indexes.  相似文献   

Neuropsychology of Early-treated Phenylketonuria: Specific Executive Function Deficits   总被引：14，自引：0，他引：14  

Marilyn C. Welsh  Bruce F. Pennington  Sally Ozonoff  Bobbye Rouse  Edward R. B. McCabe 《Child development》1990,61(6):1697-1713

This study explored the hypothesis that children with early-treated phenylketonuria (PKU) are selectively impaired on executive function measures, even when still on diet. The rationale for this hypothesis is that even mild elevations in phenylalanine (Phe) can lead to lower central levels of biogenic amines, including dopamine (DA). We hypothesize that this mild DA depletion causes subtle prefrontal dysfunction, which in turn affects executive functions such as set maintenance, planning, and organized search. 11 preschool early-treated PKU children (M age = 4.64) and a sample of age- and IQ-matched unaffected peers (n = 11) were evaluated on a battery of executive function (EF) measures. In addition, a "non-executive function" task, recognition memory, was administered to all subjects. Group comparisons demonstrated that PKU children were significantly impaired on an executive function composite score; there were no group differences, however, in recognition memory. These results supported the hypothesized specific deficit in executive function. Furthermore, within the PKU group the executive function composite score was significantly negatively correlated with concurrent phenylalanine levels, even after controlling for the correlation between IQ and executive function skills. This second finding provides support for the proposed biochemical mechanism underlying the specific cognitive deficits.  相似文献   

The Gender Agenda in Teacher Education     

Marilyn Poole  Dallas Isaacs 《British Journal of Sociology of Education》1993,14(3):275-284

This paper explores some of the relationships between the understanding of gender equity and gender issues in education held by academic staff in an institute of higher education, and their views on the importance of incorporating gender into the curriculum. The paper discusses findings pertaining to how academics approach gender issues in their teaching in their relationships with students and with other members of staff. In so doing the question is raised—what messages are trainee teachers receiving about gender issues? The findings also discuss some of the pedagogical implications arising from the absence of theoretical perspectives or orientations in relation to gender in preservice teacher education.  相似文献   

Implications of Professional Writing Experiences of Academic Veterinary Scientists for Technical Writing Pedagogy     

Heidi M. Lott  Marilyn Barrett-O'Leary 《Technical Communication Quarterly》1996,5(2):169-181

Five academic veterinary scientists were interviewed to learn about their professional writing experiences and relate them to technical writing pedagogy. The interviews probed the genres in which they write, their composing methods, their professional attitudes toward writing, and the sources of training in writing. The data suggest that while writing is an integral part of their research, teaching, and professional advancement and is used in conducting business, the academic scientific curriculum does not specifically address this important element in their careers.  相似文献   

Now,what? Standing in one’s generation,taking consultation     

Marilyn Charles 《Gender and education》2016,28(3):477-483

ABSTRACT

I situate myself in the context of an evolving conversation in relation to what it means to be a woman. In my mother’s generation, the first wave of feminism forced a collision between traditional western female values grounded in a subversive authority and the desire to emerge from that type of repressive position. From the standpoint of my daughter’s generation, I may be tilting at windmills, trying to find my own authority in relation to a paternal authority that I feel deauthorises and devalues the voice I am trying to find. I take that consultation seriously, inviting me to think about relationships between what can and cannot be seen from any particular vertex. Given that maturation requires our ability to come to terms with difference and with limit, how can women more effectively enact and pass along the process of becoming oneself as a fundamental value?  相似文献   

But good strategy instructors are constructivists!     

Michael Pressley  Karen R. Harris  Marilyn B. Marks 《Educational Psychology Review》1992,4(1):3-31

The general nature of constructivist educators' views of teaching are overviewed first, followed by analysis of good strategy instruction in constructivist terms. That good strategy instruction is scaffolded teaching is particularly emphasized. Scaffolded teacher-student interactions necessitate that students experience unique instruction that stimulates a great deal of student construction of to-be-acquired competencies. The only important difference between good strategy teaching and teaching recommended by constructivist educators is in the explicitness of instruction, with relatively greater teacher input about what is to be learned during good strategy instruction.  相似文献   

The design of tasks in support of teachers’ development of coherent mathematical meanings     

Patrick W. Thompson  Marilyn P. Carlson  Jason Silverman 《Journal of Mathematics Teacher Education》2007,10(4-6):415-432

We examine the role of tasks that have the intended effect of teachers re-conceiving the mathematics they teach as comprising a coherent body of meaningful ideas. We ground our discussion in ideas of trigonometry and modular functions and draw from a professional development research project to illustrate our approach. In this project, many teachers experienced dissonance that was rooted in their commitments to their curricular knowledge of trigonometry. Teachers who built new meanings into a coherent whole were those who coordinated them at a micro level. Teachers who saw implications of their own reasoning for student learning were also successful at expressing that reasoning in natural language. We saw a similar pattern in the case of teachers' creation of meanings for action and process conceptions of mod(f(x),g(x)). Teachers who gained insight into implications of their own activities for student learning were the teachers who reasoned at a micro level in regard to the meaning of mod, who coordinated that meaning with a covariational perspective on the behavior of functions, and who expressed that coordination in natural language. We conclude that a primary feature of tasks that promote teachers' construction of coherent mathematical meanings is that they support an overall effort to have teachers engage in the coordination of meanings in the context of explaining significant ideas and relationships.  相似文献   

Links between alcohol and other drug problems and maltreatment among adolescent girls: perceived discrimination, ethnic identity, and ethnic orientation as moderators     

Gray CM  Montgomery MJ 《Child abuse & neglect》2012,36(5):449-460

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Vocational knowledge in rural children: A study of individual differences and predictors of occupational aspirations and expectations     

Sarah Schmitt-Wilson  Marilyn C. Welsh 《Learning and individual differences》2012,22(6):862-867

Few studies have identified individual differences in vocational knowledge or its association with career aspirations or expectations of children. We investigated whether individual differences in grade, gender, academic achievement, and SES predict levels of vocational knowledge, and further examined the relationship between vocational knowledge and career aspirations and expectations. Children in the fourth through seventh grades (N = 132) from two rural school districts were administered measures of vocational knowledge, expectations, and aspirations. The results of this study suggest no differences in vocational knowledge in groups differing in grade, gender, and SES; however, academic achievement was a significant predictor of vocational knowledge. Moreover, results of regression analysis demonstrated that vocational knowledge adds significantly to the prediction of career aspirations and expectations. These results contribute to the emerging literature exploring mechanisms involved in the career development of rural children.  相似文献