Creating a web of support: an important leadership strategy for advancing campus diversity     

Adrianna Kezar  Peter Eckel  Melissa Contreras-McGavin  Stephen John Quaye 《Higher Education》2008,55(1):69-92

Research demonstrates that leadership, particularly among presidents, is important for moving a diversity agenda forward and make appreciable progress on it. The research questions pursued here are: What is the role of the college president in advancing a diversity agenda? What strategies do presidents identify as important to facilitating a diversity agenda? There were three main findings: (1) strategies are deployed in a non-linear way best represented through a web metaphor, (2) six sets of actors that serve as key nodes on the web and specific strategies were crucial to enhancing and deepening the web-developing an internal network, hiring, mentoring, partnering with faculty on the curriculum, supporting student affairs staff, working directly with and learning from students, and establishing external networks; and, (3) strategies within the human resource frame are noted by presidents as particularly important to moving a diversity agenda forward.  相似文献   

Making Connections: Learning and Teaching Chemistry in Context     

Donna King  Alberto Bellocchi  Stephen M. Ritchie 《Research in Science Education》2008,38(3):365-384

Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues.  相似文献   

Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals   总被引：2，自引：0，他引：2  

Soonhye Park  J. Steve Oliver 《Research in Science Education》2008,38(3):261-284

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Informing Culturally Competent Practice Through Cross-Racial Friendships     

Jane E. Atieno Okech  Julia Champe 《International journal for the advancement of counseling》2008,30(2):104-115

International and interdisciplinary literature on cross-racial friendships is critically reviewed as a source of relevant and provocative data for counselling professionals dedicated to multiculturalism. The authors discuss the dynamics of cross-racial friendships and implications for counsellors. Using practical examples grounded by interdisciplinary literature, the authors expand discussions about racism within the counselling profession.  相似文献   

Assessing the counselling needs of high school students in Kenya     

Pius N. Nyutu  Norman C. Gysbers 《International Journal for Educational and Vocational Guidance》2008,8(2):83-94

The Student Counselling Needs Scale (SCNS) was administered to 867 participants recruited from high schools in Kenya. The data were analyzed using exploratory factor analysis yielding five factors: human relationships, career development, self development, social values, and learning skills were assessed. The findings highlighted the importance of using assessment instruments to identify students’ counselling needs in Kenya.  相似文献   

Archetypal narratives in career counselling: a chaos theory application     

Robert G. L. Pryor  Jim E. H. Bright 《International Journal for Educational and Vocational Guidance》2008,8(2):71-82

This paper seeks to extend previous work on narrative career counselling by considering the role of plot within clients’ narratives. Seven archetypal narratives derived from the work of Booker (2004) are introduced that represent systems of meaning to provide insight into how individuals interpret their experience. These plots can be understood within the Chaos Theory of Careers (CTC) in terms of the attractors contained within the client narratives. Identifying the plots provides new insights into the nature of career development difficulties and how client stories may be reformulated.  相似文献   

Editorial     

Raoul Van Esbroeck 《International Journal for Educational and Vocational Guidance》2008,8(1):1-3

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Editorial     

Raoul Van Esbroeck 《International Journal for Educational and Vocational Guidance》2008,8(3):133-134

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Establishing a Competence Profile for the Role of Student-centred Teachers in Higher Education in Belgium   总被引：1，自引：0，他引：1  

Annelies Gilis  Mieke Clement  Lies Laga  Paul Pauwels 《Research in higher education》2008,49(6):531-554

The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy.  相似文献   

Gender Disparity in STEM Disciplines: A Study of Faculty Attrition and Turnover Intentions   总被引：1，自引：0，他引：1  

Yonghong Jade Xu 《Research in higher education》2008,49(7):607-624

This study examines the underrepresentation of women faculty in science, technology, engineering, and mathematics (STEM) by comparing the intentions of attrition and turnover between genders in Research and Doctoral universities. It is found that the two genders did not differ in their intentions to depart from academia, but women faculty had a significantly higher likelihood to change positions within academia. The indications are that women and men are equally committed to their academic careers in STEM; nonetheless, women’s stronger turnover intentions are highly correlated with dissatisfaction with research support, advancement opportunities, and free expression of ideas. The findings suggest that the underrepresentation of women is more convincingly explained by an academic culture that provides women fewer opportunities, limited support, and inequity in leadership, rather than by gender-based differences such as roles in family responsibilities. Changes in academic STEM culture are needed in order to attract more women scientists and narrow the current gender gap.  相似文献