Evaluating faculty performance under the equal pay for equal work doctrine     

Bert Carl Buzan  Thomas Lynn Hunt 《Research in higher education》1976,5(2):113-123

The issue of sex discrimination in faculty employment has become a prominent legal and political concern, necessitating the development of objective empirical methods to determine the existence of patterns of discriminatory treatment. In this study, regression techniques are employed to apply the equal pay for equal work interpretation of the fair employment doctrine. Specifically, faculty promotion and salary policies at the University of Texas at Austin are analyzed to determine whether male and female faculty members are rewarded equally for equal academic qualifications and performances. This regression analysis tends to support the discrimination hypothesis with respect to both promotion and salary policies.  相似文献   

The Trouble with Rainbow Boys     

Thomas Crisp 《Children‘s Literature in Education》2008,39(4):237-261

Few pieces of GLBTQ fiction have received the popular and scholarly acclaim awarded to Alex Sanchez’s Rainbow Boys series. Although “problem novels” are rarely taken seriously as literature, the books—the first novel in particular—have joined the few pieces of GLBTQ literature incorporated into educational discourse and curriculum. In this article, the author suggests that although the positive nature and surface construction appeals to those seeking “affirmative” representations of GLBTQ youth, the contributions made by the series may be overshadowed by its reliance on heteronormative gender stereotypes that may actually work to perpetuate homophobic attitudes toward gay sexuality.

Thomas CrispEmail:

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Workshop on Methods in Behavioural Ecology 12–24 January 2004     

J. Thomas  V. N. Sivasankara Pillai  E. Xavier  C. P. G. Vallabhan 《Resonance》2003,8(10):98

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An educational rationale for deaf students with multiple disabilities     

Ewing KM  Jones TW 《American annals of the deaf》2003,148(3):267-271

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What Satisfies Students? Mining Student-Opinion Data with Regression and Decision Tree Analysis   总被引：8，自引：1，他引：8  

Thomas  Emily H.  Galambos  Nora 《Research in higher education》2004,45(3):251-269

To investigate how students' characteristics and experiences affect satisfaction, this study uses regression and decision tree analysis with the CHAID algorithm to analyze student-opinion data. A data mining approach identifies the specific aspects of students' university experience that most influence three measures of general satisfaction. The three measures have different predictors and cannot be used interchangeably. Academic experiences are influential. In particular, faculty preparedness, which has a well-known relationship to student achievement, emerges as a principal determinant of satisfaction. Social integration and pre-enrollment opinions are also important. Campus services and facilities have limited effects, and students' demographic characteristics are not significant predictors. Decision tree analysis reveals that social integration has more effect on the satisfaction of students who are less academically engaged.  相似文献   

Exploring problem conceptualization and performance in STEM problem solving contexts     

Delahunty  Thomas  Seery  Niall  Lynch  Raymond 《Instructional Science》2020,48(4):395-425

Problem solving abilities are critical components of contemporary Science, Technology, Engineering and Mathematics (STEM) education. Research in the area of problem solving has uncovered much about the representation, processes and heuristic approaches to problem solving. However, critics claim this overemphasis on the process of solving problems has led to a dearth in understanding of the earlier stages such as problem conceptualization. This paper aims to address some of these concerns by exploring the area of problem conceptualization and the underlying cognitive mechanisms that may play a supporting role in reasoning success. Participants (N?=?12) were prescribed a series of convergent problem-solving tasks representative of those used for developmental purposes in STEM education. During the problem-solving episodes, cognitive data were gathered by means of an electroencephalographic headset and used to investigate students’ cognitive approaches to conceptualizing the tasks. In addition, interpretive qualitative data in the form of post-task interviews and problem solutions were collected and analyzed. Overall findings indicated a significant reliance on memory during the conceptualization of the convergent problem-solving tasks. In addition, visuospatial cognitive processes were found to support the conceptualization of convergent problem-solving tasks. Visuospatial cognitive processes facilitated students during the conceptualization of convergent problems by allowing access to differential semantic content in long-term memory.

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Early representational insight: twenty-four-month-olds can use a photo to find an object in the world   总被引：1，自引：0，他引：1  

Suddendorf T 《Child development》2003,74(3):896-904

The research reported here shows that under certain circumstances even 24-month-old children can display representational insight. Seventy-nine children participated in 3 studies in which a photo or video presentation could be used to guide their search for a hidden object. Studies 1 and 2 replicated earlier findings of chance performance levels across 4 trials. However, on their first trial, 24-month-olds performed above chance in 3 of 4 conditions in these experiments. Study 3 therefore presented children not with the typical 4 trials in 1 room, but with 1 trial each in 4 different rooms. This manipulation ruled out perseveration errors and resulted in above-chance performance in average mean retrieval rates. These results call for first-trial reanalyses of earlier studies.  相似文献   

Taking Teachers Out of the Equation: Constructions of Teachers in Education Policy Documents Over a Ten-year Period   总被引：1，自引：0，他引：1  

Sue Thomas 《The Australian Educational Researcher》2005,32(3):45-62

Education policy documents recently have placed great emphasis on teacher quality in the belief that ‘education of the highest quality requires teachers of the highest quality’ (Department of Employment Education Training and Youth Affairs 2000). This paper traces the discourses on teachers constructed in policy documents in order to establish what is meant by ‘teachers of the highest quality’. It employs Critical Discourse Analysis to investigate the discursive construction of teachers’ professional identities in three policy documents released over the last decade. This analysis finds that, despite recognition being given to the importance of teachers in all three documents, teachers’ professional autonomy is effectively curtailed as they are increasingly being ‘taken out of the equation’ in education policy decision-making. The paper concludes with suggestions for ways in which teachers may challenge these constructions and work to reconstruct teachers as active voices in the policy-making process.  相似文献   

Using action,reflection and modelling (ARM) in Malaysian primary schools: connecting ‘the ARM theory’ with student teachers’ reported practice     

Claire Dickerson  Joy Jarvis  Roger Levy  Kit Thomas 《Teachers and Teaching》2017,23(4):494-514

This article presents Malaysian student teachers’ reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia–UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as ‘vignettes’ to illustrate the students’ perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education.  相似文献   

Newton,Lynn (ed.). 2002. Teaching for Understanding Across the Primary Curriculum. Clevedon,UK: Multilingual Matters. 90 pp. ISBN 1-85350-596-9.     

Thomas  R. Murray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(6):638-639

International Review of Education -  相似文献