International University Education: An Australian Perspective   总被引：1，自引：1，他引：0  

Chris Chapleo  María Victoria Carrillo Durán  Ana Castillo Díaz 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):25-46

This paper attempts to explore the effectiveness of UK universities' websites. The area of branding in higher education has received increasing academic investigation, but little work has researched how universities demonstrate their brand promises through their websites. The quest to differentiate through branding can be challenging in the university context, however. It is argued that those institutions that have a strong distinctive image will be in a better position to face a changing future. Employing a multistage methodology, the web pages of 20 UK universities were investigated by using a combination of content and multivariable analysis. Results indicated ‘traditional values’ such as teaching and research were often well communicated in terms of online brand but ‘emotional values’ like social responsibility and the universities' environments were less consistently communicated, despite their increased topicality. It is therefore suggested that emotional values may offer a basis for possible future online differentiation.  相似文献   

Classroom Emotional Support predicts differences in preschool children's cortisol and alpha-amylase levels     

Bridget E. Hatfield  Linda L. Hestenes  Victoria L. Kintner-Duffy  Marion O’Brien 《Early childhood research quarterly》2013

Accumulating evidence suggests children enrolled in full-time child care often display afternoon elevations of the hormone cortisol, which is an indicator of stress. Recent advances in immunoassays allow for measurement of activity in the hypothalamic–pituitary–adrenal axis and the autonomic sympathetic nervous system from saliva, and measurement of both systems provides a more complete understanding of activity in the stress response system. This study is the first to examine both cortisol and alpha-amylase in children attending child care and focuses on the influences of specific indicators of classroom process quality. A diverse sample of 63 preschool children nested in 14 classrooms of varying quality participated in this study; child salivary cortisol and alpha-amylase were collected at six times over 2 days. Results indicate that children in classrooms with higher Emotional Support displayed a greater decline in cortisol from morning to afternoon. Further, children in classrooms with higher Emotional Support exhibited lower total alpha-amylase output while attending child care. Implications for professional development for early childhood teachers and measurement of classroom quality are discussed.  相似文献   

An Examination of Descriptive and Injunctive Norm Influence on Intention to Get Drunk     

Victoria Orrego Dunleavy 《Communication quarterly》2013,61(4):468-487

The influential impact of norms on problematic drinking is widely documented; however, the relevant theories purporting these effects point to multiple and varied normative components. A better understanding of the conceptual distinctions and the differential role they play can have practical implications for college prevention efforts. The purpose of the current study was to test the role of campus drinking norms, as posited by Social Norms theory (SNT) in predicting intentions to get drunk using a Theory of Planned Behavior (TPB) framework. Results found that SNT components did not significantly add to the prediction of intent beyond that of attitudes, subjective norms, and past behavior. Implications for prevention campaigns are discussed.  相似文献   

Evaluation of reflective practice in teacher education     

Esther Belvis  Pilar Pineda  Carme Armengol  Victoria Moreno 《欧洲师范教育杂志》2013,36(3):279-292

Teacher education based on ‘reflective practice’ consists of observing, analysing and reflecting on teacher performance in order to improve professional practice. This article presents the results of an evaluation of a programme on mathematics teaching carried out using reflective practice. It was targeted at 284 teachers in various stages of the education system, using an approach that combines quantitative (surveys) and qualitative (interviews and reports) methods. While the study shows that the education programme generates high levels of satisfaction, pedagogical appropriateness and learning, its achievements in effectiveness are moderate. Although, in general, what is learned through teacher education is implemented in the classroom, it is done so in an isolated fashion, in other words, individually and without becoming a part of the culture of the school. The results show little evidence of its impact on student learning. The article offers proposals for improving the education programme, while, at the same time, analysing the usefulness of the approach and evaluation tools employed.  相似文献   

Exploring features that affect the difficulty and functioning of science exam questions for those with reading difficulties     

Victoria Crisp 《Irish Educational Studies》2013,32(3):323-343

This research explored the measurement characteristics of two science examinations and the potential to use access arrangements data to investigate how students requiring reading support are affected by features of exam questions. For two science examinations, traditional and Rasch analyses provided estimates of difficulty and information on item functioning. For one examination, the performance of students eligible for support from a reader in exams was compared to a ‘norm’ group. For selected items a sample of student responses were analysed. A number of factors potentially making questions easier, more difficult or potentially contributing to problems with item functioning were identified. A number of features that may particularly influence those requiring reading support were also identified.  相似文献   

Higher education leadership in Russia: a case study of mid-level academic management at an elite State university     

Justine Mercer  Victoria Pogosian 《Compare》2013,43(2):184-202

This paper analyzes the Head of Department (HoD) role at an elite State university in Russia. It draws upon documentary analysis of government texts and focus groups with both HoDs and lecturers. It concludes that most HoDs are invited to apply for the role by more senior university colleagues. Once in post, they are offered a range of helpful courses, but also learn from experience and by observing others. The primary purpose of the role is seen as clarifying and interpreting central university expectations, though there is scope for influencing the departmental vision. Whilst the role is very time-consuming, it does not seem to generate the kind of managerialist ‘values' conflict reported elsewhere. The paper ends with a tentative framework for explaining how certain contextual factors (motivation, mode of appointment, perceived level of surveillance and previous experience of higher and/or lower levels of centralized control) might increase or decrease ‘values' conflict.  相似文献   

Numeracy encounters in a book bag: Meeting the NCTM standards     

Rose C. Merenda 《Early Childhood Education Journal》2000,27(3):151-157

Four first grades engaged in diverse numeracy encounters using children’s literature bags. This home-school project involved child and family in interactive math learning.  相似文献   

Determining heterogeneous behavior for theater attendance   总被引：2，自引：1，他引：1  

Victoria Ateca-Amestoy 《Journal of Cultural Economics》2008,32(2):127-151

In this paper we propose and estimate a model of theater participation using the data contained in the 2002 Survey of Public Participation in the Arts from the USA, a dataset widely used to study the determinants of cultural participation. Our contribution relies on the use of an estimation technique that respects the count data nature of the attendance variable (number of theater performances that an individual attended) and allows for heterogeneous behavior. By using a Zero Inflated Negative Binomial Model, we can characterize two distinct behaviors for the observable attendance: a group of never-goers (who never participate) and a subpopulation that has a positive probability of attending. For this latter group, we can estimate the effect of certain personal variables on the probability of highest frequency. The results suggest that the proposed model is appropriate for estimating cultural participation.

Victoria Ateca-AmestoyEmail:

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The role of hurtful and healing messages on eating disorder symptomology and recovery     

Victoria Orrego Dunleavy  Ekaterina Malova 《Qualitative Research Reports in Communication》2019,20(1):58-66

This study analyzed how clinically diagnosed women with eating disorders described the hurtful messages from parents, siblings, and peers that triggered eating disorder symptomology as well as the healing messages that assisted with coping and recovery. Three themes overlapping across all groups were revealed for hurtful messages: 1) critical, 2) social modeling, and 3) direct comparison. Our findings show that fathers, siblings, and peers similarly used teasing. Other points of distinction were uncovered for fathers: aggressive messages and denial of eating disorder. Competition with female siblings and friends was also a triggering factor for young females with eating disorders. Four distinct categories of healing messages were identified: 1) emotional, 2) instrumental, 3) informational, and 4) appraisal. Point of distinction for friends’ and siblings’ healing messages was absence of negative comments about weight and appearance. Results were able to encapsulate both helpful/supportive and hurtful/unsupportive messages, and these findings will be helpful for treatment centers who may incorporate them in recovery programs.  相似文献   

Visual presentations to parents     

Rose C. Merenda  Joan Bloom  Ann J. D'Iorio 《Early Childhood Education Journal》1984,11(3):9-11

Visual presentations to parents are useful in building positive pathways to home and school communication. Parental concerns and demands are prevalent and persistent. Parents are expressing loud and clear their desire to be involved.Rose Merenda has taught four and five year olds for twenty years and recently received a grant to study parental communication. Joan Bloom, first grade encourages parental participation in her classroom. Ann J. DiOrio directs the Growing Child School in Narragansett, R.I. All are Assistant Professors at the Henry Barnard Laboratory School, Rhode Island College.  相似文献