Determinants of faculty salary in prestigious versus less-prestigious departments: A comparative study of academic disciplines     

Dr. Yoram Neumann 《Research in higher education》1979,10(3):221-235

This study examines the role of research performance and seniority in determining faculty salary in university graduate departments. Four fields were studied: chemistry, physics, political science, and sociology. Seniority was found to be positively related to the pay structure in most of these fields and in most of the prestige levels, though slightly more so in the social sciences. Overall, research performance dimensions were found to be the major predictors of salary. Articles are most effective in predicting salary in the physical sciences and least effective in the social sciences. The reverse is true regarding published books.The applicability of these findings to university administration is discussed and potential changes in the reward systems are elaborated.  相似文献   

Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study     

Heike Neumann  Nina Padden  Kim McDonough 《高等教育研究与发展》2019,38(2):324-338

ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.  相似文献   

Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning     

Anita Stender  Maja Brückmann  Knut Neumann 《International Journal of Science Education》2013,35(12):1690-1714

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Epigenetic Vestiges of Early Developmental Adversity: Childhood Stress Exposure and DNA Methylation in Adolescence     

Marilyn J. Essex  W. Thomas Boyce  Clyde Hertzman  Lucia L. Lam  Jeffrey M. Armstrong  Sarah M. A. Neumann  Michael S. Kobor 《Child development》2013,84(1):58-75

Fifteen‐year‐old adolescents (N = 109) in a longitudinal study of child development were recruited to examine differences in DNA methylation in relation to parent reports of adversity during the adolescents’ infancy and preschool periods. Microarray technology applied to 28,000 cytosine–guanine dinucleotide sites within DNA derived from buccal epithelial cells showed differential methylation among adolescents whose parents reported high levels of stress during their children’s early lives. Maternal stressors in infancy and paternal stressors in the preschool years were most strongly predictive of differential methylation, and the patterning of such epigenetic marks varied by children’s gender. To the authors’ knowledge, this is the first report of prospective associations between adversities in early childhood and the epigenetic conformation of adolescents’ genomic DNA.  相似文献   

Kurt lewin at the tavistock institute   总被引：1，自引：1，他引：0  

Jean E. Neumann 《Educational Action Research》2013,21(1):119-136

Notions of action research and of integrating object relations and field psychologies have exerted a steady influence on both the initial formation of The Tavistock Institute in London and on the subsequent 60 years of its professional identity and approach to work. These notions can be tied directly to early scientific contact with Kurt Lewin, and indirectly through the Lewinian philosophy that staff incorporated into an overall ‘house style’. From 1990, however, changes in the Institute's funding environment undermined this historical source of integrity. Recent developments to reclaim and update the roots of Kurt Lewin at The Tavistock Institute.  相似文献   

Chameleon effects in homework research: The homework–achievement association depends on the measures used and the level of analysis chosen     

Ulrich Trautwein  Inge Schnyder  Alois Niggli  Marko Neumann  Oliver Lüdtke 《Contemporary educational psychology》2009

Using a data set specifically tailored to homework research, with a sample of 1275 students from 70 classes in Switzerland, the association between homework and achievement in French as a second language was tested at three levels (class level, between-student level, and within-student level). The strength and direction of the homework–achievement association depended on the homework indicator chosen and differed to some degree across analytical levels. At the class level, achievement was higher in classes set frequent homework assignments and in classes where students reported low overall levels of negative emotions when doing homework. At the between-student level, high individual homework effort and low levels of negative homework emotions predicted favorable developments in French achievement, whereas high homework time predicted lower achievement. At the intraindividual level, high homework effort, high homework time, and low levels of negative homework emotions were statistically significantly associated with positive student evaluations of the learning gains from the specific assignment.  相似文献   

On the maximum density of sea water     

M.V. Neumann 《Journal of The Franklin Institute》1862,73(5):323

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Teaching Technology Integration to K-12 Educators: A ‘Gamified’ Approach     

Theodore J. Kopcha  Lu Ding  Kalianne L. Neumann  Ikseon Choi 《TechTrends》2016,60(1):62-69

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Perceptions of the teaching-research nexus: a framework for analysis   总被引：2，自引：2，他引：2  

Ruth Neumann 《Higher Education》1992,23(2):159-171

This paper reports on the perceptions that senior academic administrators hold on the relationship between the research and teaching components of academic work. Semi-structured, in-depth interviews were conducted with senior academic administrators from the humanities, sciences, social sciences and professional areas. The findings indicate a strong belief in a symbiotic nexus between teaching and research. Indeed, the data reveal many important, but often subtle, interconnections between these two components of academic work. A three-level nexus between teaching and research is suggested: the tangible nexus, the intangible nexus and, the global nexus. These findings form part of a wider investigation into the nature of academic work in Australian universities and are proposed as a suitable framework for further research.  相似文献   

COGNITIVE CONGRUENCE BETWEEN TEACHERS’ QUESTIONS AND STUDENTS’ ANSWERS     

Lily Neumann  Sophia Mahler 《Assessment & Evaluation in Higher Education》1989,14(3):158-166

The purpose of the present study was to assess the impact of a teacher‐training workshop in a medical school upon the cognitive congruence between teachers’ questions and students’ answers. The major findings of this study were: (a) The average number of student‐teacher verbal interactions significantly exceeded the number of separate statements by teacher and students, (b) After the workshop, the number of interactions increased, especially in medium‐ and large‐size classes, (c) The extent of cognitive correspondence was greater at basic cognitive levels (knowledge, comprehension, application) than at high cognitive levels (analysis, synthesis, evaluation). This result was observed both before and after the workshop, as well as in all three class sizes, (d) Following the workshop, the cognitive congruence increased, especially in large classes and within the basic levels.  相似文献