Empirical identification of the major facets of Conscientiousness     

Carolyn MacCann  Angela Lee Duckworth  Richard D. Roberts   《Learning and individual differences》2009,19(4):451-458

Conscientiousness is often found to predict academic outcomes, but is defined differently by different models of personality. High school students (N = 291) completed a large number of Conscientiousness items from different models and the Big Five Inventory (BFI). Exploratory and confirmatory factor analysis of the items uncovered eight facets: Industriousness, Perfectionism, Tidiness, Procrastination Refrainment, Control, Cautiousness, Task Planning, and Perseverance. Correlations between these facets and the BFI revealed that all facets related strongly to Conscientiousness. Criterion-related validity was demonstrated by relationships between facets and academic outcomes such as grade-point-average, disciplinary infractions, and attainment of academic honors. Compared to BFI Conscientiousness, Industriousness and Perfectionism showed significantly stronger prediction of absenteeism and cognitive test scores, respectively. Results are discussed in terms of the usefulness of facet scores, the interpretation of personality scores for selection, and the development of intervention programs.  相似文献   

School leadership and teachers’ pedagogical orientations in Hong Kong: A comparative perspective     

Allan H. K. Yuen  M. W. Lee  Nancy Law 《Education and Information Technologies》2009,14(4):381-396

As a secondary analysis of SITES 2006, this paper aims to explore the school leadership factors that potentially affect teachers’ pedagogical orientations. The exploration is guided by four questions: (1) How do we describe school leadership factors? (2) What are the principals’ perceptions about pedagogy and ICT use? (3) What are the teachers’ perceptions about pedagogical orientations? and (4) How does the school leadership associate with teachers’ pedagogical orientations? Eight school leadership constructs were identified, which cover four areas: learning goals, priority for resource allocation, types of assessment, and priority of competencies for school leadership to acquire. The findings also indicate a gap between principals’ and teachers’ perceptions on pedagogy and ICT use in Hong Kong.  相似文献   

Mathematics and science teachers’ pedagogical orientations and their use of ICT in teaching     

Nancy Law 《Education and Information Technologies》2009,14(4):309-323

The key concern driving policy and community interest in the pedagogical integration of ICT is the premise that ICT is important for bringing changes to classroom teaching and learning, so as to foster the development of students’ 21st century skills. An important concept underpinning the design of the SITES 2006 study is the pedagogical orientation of the teacher, which can be broadly conceptualized as traditionally important or 21 ^st century oriented. The latter can be further differentiated into lifelong learning and connectedness oriented. Indicators were created to measure teachers’ pedagogical orientation based on their espoused curriculum goals, teacher practices and student practices. Results from this study shed light on whether there is evidence that 21st century pedagogy as identified in the literature and in innovative practices can be found more generally in random samples of teachers in countries participating in SITES 2006. Relationship between ICT use and pedagogical practice in mathematics and science classrooms is reported and the associated policy implications are discussed.  相似文献   

Does Doing Scientific Research in High School Correlate with Students Staying in Science? A Half-Century Retrospective Study     

Lesley F. Roberts  Richard J. Wassersug 《Research in Science Education》2009,39(2):251-256

The American Association for the Advancement of Science (AAAS) has declared in an advertising campaign that “you can’t start young enough” in science. However, there is no long-term data evaluating the effect of early exposure to original scientific research on producing career scientists. To address this issue, we examined a hands-on summer science research program for high school students that ran from 1958 to 1972. We compared participants in that program with science students that only began their hands-on research experience once in university. Our data indicate that students who are interested in science and have an opportunity to participate in original scientific research while in high school are significantly more likely (p < .005) to both enter and maintain a career in science compared to students whose first research experience didn’t occur until university. Our data suggest that more hands-on high school science research programs could help increase the number of students entering and maintaining scientific careers, relieving the growing concern that North America is losing its leadership status in the international scientific community.  相似文献   

The trouble with resits …   总被引：1，自引：1，他引：0  

Godfrey Pell  Katherine Boursicot  Trudie Roberts 《Assessment & Evaluation in Higher Education》2009,34(2):243-251

In the criterion‐based clinical assessment context, and more broadly, examination resits continue to present an ongoing dilemma to educators. The number of students involved is generally a small percentage of the cohort, but it is precisely with these students that institutions bear a heavy responsibility in ensuring they reach a sufficiently high standard of performance, and are accurately assessed. The students must be given a “fair” opportunity to reach the appropriate standard(s), but at the same time, especially when clinical skills are being assessed, the public must be protected from incompetent practitioners. However, this creates a delicate tension for institutions since resits present an additional financial burden, and student failures adversely effect external funding.

This paper investigates and compares the main clinical assessment and resit profiles of students in two medical schools, each of which employs a different standard setting methodology. The analysis demonstrates that resit students improve their performance by a substantial amount; this finding applies across all undergraduate clinical levels. The key issue under investigation is whether resits, as currently constituted, offer an unfair advantage to the resit student. In essence, are resits are too easy?  相似文献   

Reimagining the Role of Human Services Workers: Staff Experiences of a Social Change Initiative     

Nancy Spencer-Cavaliere  Bethan C. Kingsley  Carmen Norris 《International Journal of Disability, Development & Education》2018,65(2):214-228

Despite recognition that social inclusion is a primary goal within the field of human services, people with disabilities continue to live lives of clienthood, marginalisation, and exclusion and human services staff struggle to make social inclusion a priority. The purpose of this study was to explore the perspectives of human services staff about their experiences of an organisationally inspired initiative intended to change the focus of their everyday practices to better facilitate the social inclusion of persons with disabilities. A qualitative case study was used to gather observations, field and reflective notes, semi-structured interviews with staff (n = 15), and reflexive journaling. Thematic analysis of the data led to three themes: (a) challenges, old and new, (b) needing (careful) change, and (c) creating, learning and working together. These findings highlight the complexity of how to create change in the field of human services, but also demonstrate how innovative approaches have the potential to shift and reimagine how human services workers can better support people with disabilities in living meaningful lives.  相似文献   

Pathways to Promotion: Redesigning a Community College Faculty Promotion Process     

Julie Shattuck  Tony Hawkins  Gregory Coldren  Kelly Trigger  Barbara Angleberger  Nancy Dankanich 《Community College Journal of Research & Practice》2018,42(1):4-19

This article reports on a design-based research project that is situated in a medium-size community college in Maryland. The project focused on exploring why the majority of full-time faculty was ranked as Assistant Professor or below, which did not reflect ranking at similar institutions. Under the leadership of the Provost, a task force analyzed the problem before designing a solution. The analysis phase of the project involved data collection and analysis through a faculty survey, a literature review, and a scan of other community colleges’ promotion practices. The design phase used the findings from the analysis stage to redesign the promotion system and construct evaluation and promotion tools. The article gives insight into how the interests of diverse stakeholders can be taken into account when creating accessible, alternative pathways to promotion for faculty while also supporting the institution’s mission and goals. For other community colleges looking at faculty promotion and evaluation, the results of this project highlight the importance of surveying faculty’s experiences with the existing system; learning from best practices at other institutions; including the participation of the faculty and administrators in the redesign process; and allowing for ample time to thoroughly explore the situation from many angles before coming to consensus. Although limited to a particular context, this study may be of interest to both community college faculty and leadership.  相似文献   

Developing reflection through an ePortfolio-based learning environment: design principles for further implementation     

Pauline Roberts 《Technology, Pedagogy and Education》2018,27(3):313-326

This article discusses the implementation of an ePortfolio-based learning environment with Bachelor of Education students. The intention was for the platform to be an agency for the development of reflection. The environment scaffolded reflection through (1) exemplars of good practice, (2) the opportunity for discussions and (3) activities to support the development of reflection. There were issues within the research around the introduction of the platform at the particular stage of the students’ degrees but the environment was successful in the provision of a teaching and learning platform. The findings provided design principles for a model to guide the development of similar learning environments including (1) the need for the ePortfolio platform to be embedded across the degree programme with (2) regular tasks for the students to complete that (3) have a clear purpose that the students are aware of and (4) utilise interaction patterns that mimic the structures of social media.  相似文献   

Pass me the ball: narcissism in performance settings     

Ross Roberts  Tim Woodman  Constantine Sedikides 《International review of sport and exercise psychology》2018,11(1):190-213

The performance arena provides a multitude of opportunities for lionizing the self. Narcissistic individuals crave admiration and glory, and thus the performance domain constitutes an ideal medium for researchers to explore narcissistic behavior. However, despite its potential relevance and substantial research history within mainstream psychology, narcissism is only now starting to receive interest from researchers in the sport and performance domain. In this article, we aim to raise the relevance of narcissism (and more generally personality) within performance settings and provide a platform for future research in the area. We review research on the relation between narcissism and performance and conclude that narcissists’ performance is contingent upon perceived opportunities for glory. We also offer suggestions for explanatory mechanisms. Further, we examine factors that may influence narcissistic behavior in environments that vary in their opportunity for glory. In addition, as leadership positions present opportunities for glory, we ask whether narcissists make effective leaders. We propose theoretical extensions of the narcissism literature to the performance domain, and we close with a call for greater consideration of the role of personality in performance contexts.  相似文献   

What is required to develop career pathways for teaching academics?     

Dawn Bennett  Lynne Roberts  Subramaniam Ananthram  Michelle Broughton 《Higher Education》2018,75(2):271-286

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