Salary administration in the management systems of higher education     

Bruce Gunn 《Innovative Higher Education》1989,13(2):117-146

Faculty productivity and behavior are evaluated in this salary administration system through the use of objective and subjective performance standards. The utilization of control channels that are delineated by moral, legal and functional standards allow faculty to compete against their own records. The replacement of dog eat dog rivalry with self competition permits cooperation to be accentuated among faculty through teamwork, collaboration and group learning. The employment of control channels to monitor faculty productivity with computer technology helps toprotect academicians from coercive practices. In addition,it provides for their success through the use of standards of excellence to push them up to exemplary levels of performance over time.Dr. Gunn earned his undergraduate (B.S.) degree in mangement at West Virginia University and his master's (M.S.) and doctorate (Ph.D.) degree in Marketing and Finance at Louisiana State University. Professor Gunn has produced over 60 refereed articles and program papers in a wide variety of periodicals includingManagement Science, Journal of the Academy of Marketing Science, Journal of Marketing Education, etc. His current research interests involve developing the theories, concepts and techniques for advancing the acceptance of the Steady State Economy, the Competruistic Ideology, National Economic Planning and the use of Systems Science Methodology in raising organizational productivity.  相似文献   

Implementation of science and technology K-6 in Riverina schools     

Dr Rod Francis 《Research in Science Education》1994,24(1):373-374

Specializations: primary and secondary science and technology.  相似文献   

Implementing “Big Ideas” to Advance the Teaching and Learning of Science,Technology, Engineering,and Mathematics (STEM)     

Chalmers  Christina  Carter  Merilyn  Cooper  Tom  Nason  Rod 《International Journal of Science and Mathematics Education》2017,15(1):25-43

Although education experts are increasingly advocating the incorporation of integrated Science, Technology, Engineering, and Mathematics (STEM) curriculum units to address limitations in much current STEM teaching and learning, a review of the literature reveals that more often than not such curriculum units are not mediating the construction of in-depth STEM knowledge. In this paper, we conjecture that the challenge of generating integrated STEM curriculum units that overcome this limitation and facilitate in-depth learning of and about STEM can be met by the use of three types of big ideas: within-discipline big ideas that have application in other STEM disciplines, cross-discipline big ideas, and encompassing big ideas. We provide a six-component framework (together with an example of the framework in action) that can be used to scaffold pre- and in-service teachers’ development of integrated STEM curriculum units based around these types of big ideas. The paper concludes by discussing possible directions for future research and development in this field.  相似文献   

Pupils' understanding of combustion     

Dr. Teresa Prieto  Dr. Rod Watson  Justin Dillon 《Research in Science Education》1992,22(1):331-340

A questionnaire survey of 300, 14 and 15 year-old pupils in England and Spain was carried out to investigate pupils' general ideas about the process of buring and their ideas about specific types of combustion, using open-ended and structured response questions. Pupils' responses were analysed and categories were defined from a classification scheme previously reported by Andersson (1990). A possible model for progression of pupils' ideas about combustion is discussed. Specialization: science teacher education. Specializations: Problem-solving, pupils' alternative concepts, initial teacher education. Specializations: Environmental education, science teacher development (international).  相似文献   

And Widely Wake the Lovely Night Away     

Louise O. Gunn 《The Educational forum》2013,77(3)

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Self-managing schools and professional community: The professional recognition program in Victoria’s schools of the future     

Rod Chadbourne  Lawrence Ingv Arson 《The Australian Educational Researcher》1998,25(2):61-93

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Introducing the empty number line     

Rod Bramald 《Education 3-13》2013,41(3):5-12

The empty number line (ENL) is an essential element of Dutch mathematics education, already internationally acknowledged as a successful model for developing mental strategies. The concept is a deceptively simple one but is based upon a complex structure of previous research findings. Several recent and influential UK publications have already misused the concept. This article is based upon the original work of Beishuisen from Leiden University and sets out a very simplified version of how the ENL is derived and built up for use in mental mathematics.  相似文献   

Descent of Stardust: On rereading a soldier's letter written before D-Day June 6, 1944     

Louise D. Gunn 《The Educational forum》2013,77(4)

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Important Partners—AECT Affiliates     

Rod P. Githens 《TechTrends》2009,53(4):5-5

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Early Years: an international research journal     

Rod Parker-Rees 《Early Years: An International Journal of Research and Development》2014,34(3):207-209

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