Faculty Staffing Patterns: Breadth and Flexibility in Professional Physical Therapy Programs     

Dickson  Tara  Taylor  Barrett 《Innovative Higher Education》2021,46(5):499-518

Innovative Higher Education - Overall trends of academic staffing in the US have indicated declines in tenure, increased use of contingent faculty, and stratification of teaching and research...  相似文献   

Attributional (explanatory) thinking about failure in new achievement settings     

Raymond P. Perry  Robert H. Stupnisky  Lia M. Daniels  Tara L. Haynes 《European Journal of Psychology of Education - EJPE》2008,23(4):459-475

Attributional (explanatory) thinking involves the appraisal of factors that contribute to performance and is instrumental to motivation and goal striving. Little is understood, however, concerning attributional thinking when multiple causes are involved in the transition to new achievement settings. Our study examined such complex attributional thinking in the transition from high school to university, a shift from familiar to novel learning environments, in the context of Weiner’s attribution theory (1972, 1985, 1995, 2006). At the start of the academic year, students rated the extent to which each of six common attributions contributed to poor performance to ascertain their relative importance to each other. A fixed order of attributions was reported as contributing to poor performance that was identical across five independent cohorts of first-year students (effort, test difficulty, strategy, professor quality, ability, luck, respectively). Cluster analysis revealed that students differed in combining these attributions into clusters suggesting diminished or enhanced control over poor performance. These differences in attribution clusters were associated with cognitive and affective outcomes at the start of Term 1, and with course grades and GPA at the end of Term 2. Student differences in complex attributional thinking are discussed in terms of transitions to new achievement settings.  相似文献   

Sustainability education in a botanical garden promotes environmental knowledge,attitudes and willingness to act   总被引：1，自引：0，他引：1  

Ivana Zelenika  Tara Moreau  Oliver Lane  Jiaying Zhao 《Environmental Education Research》2018,24(11):1581-1596

Abstract

Creating behavior change to mobilize transitions toward sustainability is a significant challenge of our time. Inspired by the United Nations Food and Agriculture Organization’s Farmer Field School, we developed a novel community-based education program to engage people in local sustainability topics. In the Sustainable Communities Field School (Field School) program, advertised as team building tours, participants from local organizations are guided by instructors through University of British Columbia Botanical Garden, while receiving verbal and experiential education on topics of food systems and choices, biodiversity conservation, water conservation, and waste reduction. We found that after the Field School program, participants were significantly more knowledgeable about environmental issues, more connected to nature, showed greater intentions and willingness to engage in sustainability actions compared to garden visitors from the general public who did not go through the program. The results suggest that interactive sustainability education in a botanical garden setting can be a useful education model to mobilize public engagement on sustainability.  相似文献   

“Strictly in the Capacity of Servant”: The Interconnection Between Residential and School Segregation in Oxnard,California, 1934–1954     

David G. Garcia  Tara J. Yosso 《History of education quarterly》2013,53(1):64-89

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A Shared Place of Discovery and Creativity: Practices of Contemporary Art and Design Pedagogy     

Tara Page 《The International Journal of Art & Design Education》2012,31(1):67-77

This article is based on a project that explored the practices of art and design beginning teachers (BTs) working with learners in a post‐age‐16 context. The aim of the project was to: explore contemporary art and design practices; explore the concept of artist teacher learner researcher; enable beginning teachers to collaborate with post‐age‐16 pupils and develop new approaches and strategies to art and design pedagogy. Through practices that blurred learner‐teacher identities a dialectical pedagogy emerged and a collaborative community of practice developed, all enabled through a renegotiation and reconceptualising of places of learning. The beginning teachers also started to construct their artist teacher identities, understand what it means to practise as an artist teacher in the classroom, understand the impact of these practices on teaching and learning and develop new learning and teaching methods. This project demonstrates the possibilities of these practices for contemporary art and design pedagogy and also how these practices can endure and be sustainable for this community of beginning teachers in the current cultural, social and political contexts of education.  相似文献   

When a Library Shuts Its Doors: Collections and Information Services After a Library Closure     

Tara E. Murray 《图书馆管理杂志》2013,53(2):147-154

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Professional Development and the Special Librarian     

Tara E. Murray 《图书馆管理杂志》2013,53(8)

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Intellectual Property in the Makerspace     

Tara Radniecki 《图书馆管理杂志》2013,53(6):545-560

Abstract

In library makerspaces, there is a potential for users to infringe on other’s intellectual property rights through illegal reproduction. There is also the opportunity for makerspace users to create their own new intellectual property which could then be protected. This article presents a case study from a library makerspace working to address intellectual property issues, as well as a survey of other library makerspaces detailing how they are currently addressing such concerns. Results conclude that while currently there is a lack of targeted services and resources, libraries need to create policy, services, and collections targeted towards intellectual property in their makerspaces.  相似文献   

Examining condom use self‐efficacy and coping in sexual situations     

Tara L. Crowell  Tara M. Emmers‐Sommer 《Communication Research Reports》2013,30(2):191-202

This investigation involves the examination of college students' condom self‐efficacy (knowledge and skills regarding condom use) and coping strategies in sexual situations. Results indicate that although students report high condom efficacy, efficacy is weakly correlated with actual condom use. Overall, efficacy is weakly correlated with coping styles in sexual situations. In general, students are opting for non‐communicative ways of coping (e.g., avoidance) in sexual situations as opposed to communicative ways (e.g., discussion with partner) of coping. However, those who report “always” using a condom use communicative coping strategies more frequently than non‐communicative coping strategies. Efficacy is positively related to communicative coping styles versus non‐communicative coping styles. Marital partners differ from unmarried couples in that they use more “planning ahead” coping strategies. Discussion and implications follow.  相似文献   

Romantic relationship disengagement and coping rituals   总被引：1，自引：0，他引：1  

Tara M. Emmers  Russell D. Hart 《Communication Research Reports》2013,30(1):8-18

Considering cumulative dating histories, 118 individuals reported the rituals they exercised to dissolve relationships or cope with relationship disengagement. Self‐enhancement rituals were exercised most often during and after their various relationship disengagements. Both leavers and lefts turned to their network to cope with dissolved relationships. Leavers also engaged heavily in avoidance rituals during the termination process whereas lefts were most apt to turn to their networks. Results suggest that individuals' ritual usage is systematic and symbolic and transcends the various relationships, partners, and circumstances surrounding the break‐up.  相似文献