略论军校隐性德育课程的设计与开发简     

周宝砚  吕外 《桂林师范高等专科学校学报》2014,(1):34-38

隐性德育课程是军校开展德育工作不可忽视的一部分,按其存在形态可分为自然一物质环境和精神一文化环境两种类型。对军校隐性德育课程的设计与开发是建立在深厚的心理学理论基础之上的,同时也是为了适应当下学员主体意识增强、学员思想品德形成发展规律以及军校实施主体性德育的要求。由于隐性德育课程强调“隐”这一特征,使其开发和控制更具操作性。在隐性德育课程开发和设计的过程中应该谨遵无灌输原则、方向性原则、渗透性原则,充分挖掘学校各个方面内含的隐性德育资源。  相似文献   

To stay or not to stay: retention of Asian international faculty in STEM fields     

Janet H. Lawrence  Sergio Celis  Hee Sun Kim  Sarah Ketchen Lipson  Ximeng Tong 《Higher Education》2014,67(5):511-531

The present study identifies characteristics of individuals and work settings that influence Asian international faculty members’ intentions to continue their employment in US research universities. Given the demand for researchers in science, technology, engineering and mathematics fields (STEM), the higher rate of turnover among untenured faculty, and the replacement costs associated with turnover in STEM, the sample is limited to assistant professors employed in these areas. Multinomial regression analyses are conducted to identify variables that “pull” and “push” uncertain faculty toward intentions stay and leave their current institutions. The results suggest that faculty who are more satisfied with time available for research and those who express stronger organizational commitment are more likely to say they will stay. Those dissatisfied with the fairness of work evaluations and believe tenure decisions are not merit-based, are more likely to say they will leave.  相似文献   

Globalization and Regionalization of Higher Education in Three Chinese Societies: Competition and Collaboration     

William Yat Wai Lo  Li Wang 《Chinese Education & Society》2014,47(1):3-6

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Op‐Ed Writing Assignment in Supply Chain Management Courses     

Hee Yoon Kwon  Jiayuan Zhang  Koray zpolat  Yufeng Lin  Adolf K.Y. Ng 《Decision Sciences Journal of Innovative Education》2021,19(1):90-111

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A typology of career barriers     

Sang Hee Lee  Sang Min Lee  Kumlan Yu 《Asia Pacific Education Review》2008,9(2):157-167

While most studies have focused primarily on the correlates of career barriers, research examining specific career barrier typology experienced among college students remains limited. Employing cluster analysis, this study explored the career barrier typology of 318 college students using the Korean college students’ Career Barrier Inventory (KCBI). The variables used in this study included ‘personality’ (hardiness, trait anxiety, locus of control, resilience, and optimism) and ‘career maturity attitude’. Two major conclusions were drawn. Firstly, cluster analysis of the KCBI identified four groups of participants; (a) a salient external career barrier group, (b) a well adjusted group, (c) a salient internal career barrier group, and (d) the worst career barrier group. Secondly, the results suggest discrepant differences of personality variables and career attitude maturity among the clustered groups. Limitations of the present study and suggestions for future research are also discussed.  相似文献   

The discrepancy between teachers’ beliefs and practices: a study of kindergarten teachers in Hong Kong     

Wai Ling Chan 《Teacher Development》2016,20(3):417-433

This study examines the discrepancy between teachers’ beliefs and practices in Hong Kong kindergartens and the factors that influence this discrepancy. Three kindergartens, considered by the Hong Kong Education Bureau to be of varying quality, were chosen from different areas of Hong Kong. Questionnaires about teaching beliefs were administered to 35 teachers from these kindergartens. These quantitative data were supplemented with qualitative data gathered during individual interviews with five of the teachers and the three principals. In addition, a focus group of five early childhood education specialists commented on the videotaped observations of the classroom practices of the five interviewed teachers. The findings showed that all of the teachers endorsed the advocated teaching beliefs, but there was a discrepancy between their beliefs and practices. The most significant factors contributing to the discrepancy were teachers’ professional education and their attitudes towards personal teaching introspection. Teachers were also under pressure from parents’ curriculum requests, demands on the children’s academic abilities and expectations for a strong link to Primary One. Enhanced early childhood education training that helps teachers to be introspective about their own teaching practices and beliefs is recommended. Government support is also required to teach parents what constitutes a high-quality learning environment for young children.  相似文献   

Class Level as a Possible Mediator of the Relationship between Grades and Student Ratings of Teaching     

Perry Sailor  Blaine R. Worthen  Eun‐Hee Shin 《Assessment & Evaluation in Higher Education》1997,22(3):261-268

Although the research literature investigating the relationship between grade awarded to students and students’ evaluations of teaching performance is voluminous, very few studies have examined the grade‐rating relationship according to level of student. The present study examined correlations between mean instructor rating and mean class grade for all course evaluations (N = 625 classes) at Utah State University during an academic quarter. In lower‐division (courses 100–299) and upper‐division (courses 300–599) undergraduate classes, correlations between grades and ratings of faculty were of an expected direction and magnitude (0.29 and 0.28, respectively); however, the grade‐rating correlation for graduate classes (courses 600 +) was — 0.20. It is speculated that graduate students are both better students and more critical evaluators of instruction, but replication and extension with different samples are needed before this tentative explanation can be accepted with confidence.  相似文献   

EIGHTH GRADE MATHEMATICS TEACHERS’ FORMATIVE ASSESSMENT PRACTICES IN SES-DIFFERENT CLASSROOMS: A TAIWAN STUDY     

Chang-Hua Chen  Michele D. Crockett  Takayuki Namikawa  Johndamaseni Zilimu  Sun Hee Lee 《International Journal of Science and Mathematics Education》2012,10(3):553-579

In this qualitative case study, the researchers explored 3 8th grade teachers?? formative assessment practices as it occurred during their mathematics instruction at socioeconomic status (SES)-different schools in Taiwan. Instructionally embedded formative assessment we refer to as discourse-based assessment practice (DAP). In Taiwan, there is a large mathematics achievement gap among high SES and low SES and minority students in 8th grade. Addressing this issue at the level of classroom practice, we attempt to document teachers?? DAP using a parsimonious, but practical framework for analyzing classroom discourse in 23 lessons. For the purpose of this study, 3 lessons for each teacher are represented. The extended sequence (Mehan, 1979) was the primary unit of analysis, to which we applied our framework for illuminating and differentiating the teachers?? press for student understanding through questions and feedback. The analysis of the teacher??s instruction at the high SES indicated that it was more formative than the others, pressing for mathematical understanding. The 2 teachers at the low SES schools pressed for rote understanding, though there were qualitative differences between them. The findings raise more questions and implications for research and education policy. In Taiwan where there is scant research on classroom practices, DAP as an instructional improvement may be a starting point for educational improvement for all its students.  相似文献   

Analysis of the suitability of the Korean Federation of Science and Technology Societies journal evaluation tool          下载免费PDF全文

Geum‐Hee Jeong  Sun Huh 《Learned Publishing》2016,29(3):193-198

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