Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled?     

Karen L. Webber  Samantha M. Rogers 《Research in higher education》2018,59(8):1105-1132

Guided by Hagedorn’s (2000) theory of faculty job satisfaction, mindful of social and organizational structures of higher education, and acknowledging recent changes in the academic labor market, this study examines satisfaction for approximately 30,000 tenured and tenure-track faculty members in 100 US colleges and universities. Findings revealed similarity between female and male faculty members in some aspects of work satisfaction, but difference in other areas in which women reported lower satisfaction. Findings also revealed that perceptions of department fit, recognition, work role balance, and mentoring are more important to women faculty’s satisfaction than male peers. Implications for policy and practice are discussed.  相似文献   

Aligning Physical Activity Measures With the International Classification of Functioning,Disability and Health Framework for Childhood Disability     

Samantha Mae Ross  Layne Case  Willie Leung 《Quest (Human Kinetics)》2016,68(4):521-535

ABSTRACT

The introduction of the International Classification of Functioning, Disability and Health has placed emphasis on framing health behavior as a multidimensional construct. In relation to childhood physical activity, this encompasses dimensions of functional performance, activity attendance, and subjective perceptions of involvement and enjoyment within activity settings. Current literature, however, primarily investigates physical activity in terms of performance and activity levels. The resulting misalignment of theory and measurement practice challenges the development of a comprehensive understanding of childhood physical activity behavior. For children with disabilities, who may have nuanced experiences in activity, there may be greater necessity to examine additional dimensions of physical activity (e.g., participation). In an effort to support meaningful interpretations of physical activity behavior measures among children with disabilities, the purposes of this article are to (a) conceptualize childhood physical activity within the International Classification of Functioning, Disability and Health, and (b) provide guidance on aligning measurement tools with physical activity dimensions.  相似文献   

Art,education and gender: the shaping of female ambition     

Samantha Broadhead 《Gender and education》2017,29(6):813-814

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Beyond the academic precariat: a collective biography of poetic subjectivities in the neoliberal university     

Catherine Hartung  Nicoli Barnes  Rosie Welch  Gabrielle O’Flynn  Jonnell Uptin  Samantha McMahon 《Sport, Education and Society》2017,22(1):40-57

The ‘neoliberal turn’ in the higher education sector has received significant intellectual scrutiny in recent times. This scrutiny, led by many established academics working within the sector, has highlighted the negative repercussions for teaching and research staff, often referred to as the ‘academic precariat’ due to their tenuous employment prospects within an increasingly market-driven system. This critique of the modern university can also inadvertently position academics as either resisting or complying with neoliberal governance. This does not adequately account for the nuanced and poetic ways in which professional, personal and gendered subjectivities are formulated, intertwined and negotiated. In this paper we draw on the six overlapping yet distinct narratives of the six female authors, all early-career academics from Australia. We capture and analyse these narratives through collective biography, a qualitative methodology underpinned by the work of Davies and Gannon and others, that helps us to move beyond the ‘good vs. bad’, ‘resistance vs. compliance’ debates about academic life. We identify aspects of our lived subjectivities that offer rupture through poetic and hopeful ways of understanding how academics construct and negotiate their lives.  相似文献   

Giving Them What They Want: Online Feedback That Works     

Michelle Vaughan  Samantha N. Uribe 《College Teaching》2018,66(1)

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Helicopter Parenting: The Effect of an Overbearing Caregiving Style on Peer Attachment and Self‐Efficacy     

Daniel J. van Ingen  Stacy R. Freiheit  Jesse A. Steinfeldt  Linda L. Moore  David J. Wimer  Adelle D. Knutt  Samantha Scapinello  Amber Roberts 《Journal of College Counseling》2015,18(1):7-20

Helicopter parenting, an observed phenomenon on college campuses, may adversely affect college students. The authors examined how helicopter parenting is related to self‐efficacy and peer relationships among 190 undergraduate students ages 16 to 28 years. Helicopter parenting was associated with low self‐efficacy, alienation from peers, and a lack of trust among peers. Implications are provided for counselors and psychologists in college‐ and university‐based counseling centers to help them to understand and provide assessment and treatment for adult children of helicopter parents.  相似文献   

Using visual strategies simultaneously to support students with learning disabilities in mathematics     

Samantha Marita  Casey Hord  Julie Hendricks 《Support for Learning》2021,36(3):327-341

We provide insight into how multiple visual strategies can be used simultaneously to increase access to and success with challenging mathematics at the secondary level for students with learning disabilities. Drawing on a teaching philosophy based on recognising student strengths and needs, we argue the potential benefits of using visual strategies during instruction and intervention to best meet student needs. Examples from our work with a high school student with a learning disability are presented to provide insight into how visual strategies can increase understanding and success with mathematics as it becomes more abstract at the secondary level. We urge practitioners and researchers to explore the benefits of incorporating simultaneous visual strategies into secondary mathematics learning.  相似文献   

Teaching Physiologic Birth in Maternal–Newborn Courses in Undergraduate Nursing Programs: Current Challenges     

Ana C. Sanchez Birkhead  Lynn Clark Callister  Nicole Fletcher  Allison Holt  Samantha Curtis 《The Journal of perinatal education》2012,21(3):169-177

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Establishing and applying performance standards for curriculum-based examinations     

John Bennett  Jim Tognolini  Samantha Pickering 《Assessment in Education: Principles, Policy & Practice》2012,19(3):321-339

This paper describes how a state education system in Australia introduced standards-referenced assessments into its large-scale, high-stakes, curriculum-based examinations in a way that enables comparison of performance across time even though the examinations are different each year. It describes the multi-stage modified Angoff standard-setting procedure used to establish cut-off scores on subject examinations, and how the results from this exercise were then used to develop standards packages. These packages illustrate the performances of students at the borders between the various bands.

The paper also shows how originally it was intended to use a Rasch measurement model to create the statistical feedback used in the standard-setting procedure. It also describes the modifications to the feedback that were necessary to meet the real-time constraints of this large-scale examination programme. It argues that consideration should now be given to using the Rasch model to provide this feedback instead of the current approach.  相似文献   

Evidence of English language proficiency and academic achievement of non-English-speaking background students     

Rhonda Oliver  Samantha Vanderford  Ellen Grote 《高等教育研究与发展》2012,31(4):541-555

The increasing number of international students enrolled in Australian universities over the last decade has met with a corresponding concern that many non-English-speaking background (NESB) students experience considerable difficulty in their courses. Consequently, concerns about admission procedures have been raised regarding how English language proficiency (ELP) is determined for NESB students (both domestic and international). In addition to standardised ELP tests, some universities accept other forms of evidence, such as the completion of English-medium courses. This large-scale quantitative study analysed data on 5675 undergraduate and postgraduate students available from one university's database over a three-year period to ascertain if its ELP requirements were sufficient to ensure the academic progress of adequate numbers of these students. The best evidence for potential academic success was found to be standardised tests while students submitting other forms of ELP evidence tended to have more difficulties.  相似文献