Legal issues and statistical approaches to reverse pay discrimination in higher education     

Suzanne E. Eckes  Robert K. Toutkoushian 《Research in higher education》2006,47(8):957-984

There have been numerous lawsuits within higher education brought by females over pay inequity and many articles have been written on the topic. Although not as prevalent, there have been some recent instances where male faculty have claimed—with some degree of success—that the process used by their institutions to make salary adjustments for females was unfair and led to reverse pay discrimination. In this paper, we examine some of the legal issues and statistical approaches surrounding claims of reverse sex discrimination in pay in the field of higher education. We begin by reviewing the way in which legal cases examine sex discrimination in pay in academe and the different approaches that institutions can take to remove pay disparities for women. We show that across-the-board salary adjustments for women are less likely than individualized salary adjustments to raise concerns about the salary determination process and possibly reverse discrimination, and lead to lower costs to the institution. These differences arise regardless of the salary model specification used by an institution when making salary adjustments. Finally, we use a model developed by the plaintiffs in a salary equity study at one institution to demonstrate the effects of using different adjustment methods on the total cost to the institution when making salary equity adjustments for both genders.An earlier version of this paper was presented at the seminar series for the Institute of Higher Education, University of Georgia. We would like to thank participants at this seminar and Andrew Luna for comments on previous drafts of this paper.  相似文献   

A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis     

Benjamin G. Solomon  Suzanne A. Klein  John M. Hintze  James M. Cressey  Sarah L. Peller 《Psychology in the schools》2012,49(2):105-121

Positive Behavior Support (PBS) for behavioral problems was included in the 1997 Individuals With Disabilities Education Act reauthorization, reflecting the increased implementation and strengthening empirical evidence for PBS in schools. Whereas PBS can be used reactively, its flexibility has led to a popular comprehensive school‐wide model used for prevention. School‐Wide Positive Behavioral Support (SWPBS) has been used across a variety of school environments and various demographics and has been evaluated using a variety of different outcome measures. The authors conducted a meta‐analysis of SWPBS research spanning 16 years and 20 articles. Specifically, single‐case studies were evaluated using a regression‐based procedure. Results show promising early trends in the data across dependent variables with a need for further research in specific areas. © 2011 Wiley Periodicals, Inc.  相似文献   

Students’ experiences of supervision in academic and industry settings: results of an Australian study     

Suzanne Morris  Rachael Pitt  Catherine Manathunga 《Assessment & Evaluation in Higher Education》2012,37(5):619-636

The joint supervision of Research Higher Degree (RHD) students by an industry and university supervisor is likely to increase in forthcoming years with a rise in the number of university–industry collaborations. Research students may become involved in these collaborative arrangements for a variety of reasons and may launch into their RHD without considering how they will serve two masters, and how this complex relationship will affect their RHD experience. Moreover, little research has been conducted to assess the impact of these arrangements on current RHD students’ experiences. The experiences of students with academic and industry supervisors were, therefore, explored in a survey of confirmed RHD students at an Australian research‐intensive university. This paper investigates whether RHD students conducting research in traditional academic settings have a different experience to students working on industry‐related projects in industry settings, specifically in regards to supervision and institutional access and engagement.  相似文献   

Evaluation of best practices in the design of online evidence-based practice instructional modules     

Margaret J. Foster  Suzanne Shurtz  Catherine Pepper 《Journal of the Medical Library Association》2014,102(1):31-40

Objectives:

The research determined to what extent best practices are being followed by freely available online modules aimed at teaching critical thinking and evidence-based practices (EBPs) in health sciences fields.

Methods:

In phase I, an evaluation rubric was created after reviewing the literature. Individual rubric questions were assigned point values and grouped into sections, and the sections weighted. Phase II involved searching Internet platforms to locate online EBP modules, which were screened to determine if they met predetermined criteria for inclusion. Phase III comprised a first evaluation, in which two authors assessed each module, followed by a second evaluation of the top-scoring modules by five representatives from different health sciences units.

Results:

The rubric''s 28 questions were categorized into 4 sections: content, design, interactivity, and usability. After retrieving 170 online modules and closely screening 91, 42 were in the first evaluation and 8 modules were in the second evaluation. Modules in the first evaluation earned, on average, 59% of available points; modules in the second earned an average of 68%. Both evaluations had a moderate level of inter-rater reliability.

Conclusions:

The rubric was effective and reliable in evaluating the modules. Most modules followed best practices for content and usability but not for design and interactivity.

Implications:

By systematically collecting and evaluating instructional modules, the authors found many potentially useful elements for module creation. Also, by reviewing the limitations of the evaluated modules, the authors were able to anticipate and plan ways to overcome potential issues in module design.  相似文献   

Guidance for Healthcare Ethics Committees     

Suzanne Duncan 《Journal of the Medical Library Association》2014,102(2):133-134

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In Plato's Shadow: Curriculum Differentiation and the Comprehensive American High School     

Suzanne Rice  Kipton D. Smilie 《Educational Studies A Journal of the American Educational Studies Association》2014,50(3):231-245

This article examines the emergence and persistence of curriculum differentiation in the comprehensive high school. We argue that curriculum differentiation has roots in Plato's Republic, where it is proposed that education (and later work, especially the work of ruling) should be distributed on the basis of ability. The concept of ideology is used here to help explain why the practice of curriculum differentiation has remained a defining—and largely unchallenged—characteristic of the comprehensive high school. The persistence of curriculum differentiation matters because it is a means by which different groups of students are given access to different kinds of knowledge. Not all knowledge is equally valued, and access to certain kinds of this educational good has implications for young persons’ well-being that extend well beyond their formal schooling.  相似文献   

Lifelong learning in the new millennium: Voices from the XV World Congress of Comparative Education Societies     

Suzanne Majhanovich  Diane Brook Napier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(4):449-462

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Narrowmobilization and Tea Party Activism: A Study of Right-Leaning Alternative Media     

Joshua D. Atkinson  Suzanne Valerie Leon Berg 《Communication Studies》2013,64(5):519-535

Past research concerning the theoretical framework of Resistance Performance (RP) has been based on observations of liberal organizations and activists. In the following essay, we engage in a qualitative content analysis of alternative media utilized by conservative “Tea Party” activists to build on the concept of RP. Overall, we discovered that the dominant theme found in much of the content focuses on “purity,” which is considerably different from past RP research that found broad themes of “human rights,” “democracy,” “be the media,” and “principles of unity” embedded within liberal alternative media content. We conclude that the theme of “purity” gives rise to narrowmobilization, which constructs very focused protest communities within right-leaning politics.  相似文献   

Partnering with Undergraduate Students to Conduct Library Focus Groups     

Suzanne Mangrum  Kristen West 《College & Undergraduate Libraries》2013,20(1):18-32

Experiential learning is becoming an increasingly important part of the university experience. Academic libraries have long provided practicum opportunities for library and information science students. To date, however, few libraries have documented experiential learning partnerships with social science students. Librarians at Middle Tennessee State University (MTSU) partnered with the university's anthropology department in an experiential learning opportunity. Undergraduate students conducted focus groups to discover how MTSU students complete research assignments and what role the library plays in the process. This article describes the collaboration, and it discusses the benefits and drawbacks of partnering with undergraduate student researchers.  相似文献   

HOW FAMINE CAPTURED THE HEADLINES     

Suzanne Franks 《Media History》2013,19(3):291-312

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