The Stigma of Tenure Denied: An Exploration of Individual and Institutional Implications     

Alleman  Nathan F.  Nelson  Justin J.  Cliburn Allen  Cara 《Research in higher education》2019,60(7):1000-1024

Research in Higher Education - Although tenure denial is a familiar feature of the faculty profession, the dearth of specific research on the subject indicates that it is a phenomenon not...  相似文献   

Are Broad-Based Vouchers an Effective Way to Support Life-Long Learning? Evidence from an Australian Reform     

Polidano  Cain  van de Ven  Justin  Voitchovsky  Sarah 《Research in higher education》2021,62(7):998-1038

Research in Higher Education - Increasing mature-age access to education and training in a way that is responsive to changing labour market needs is a key policy challenge. In this paper we examine...  相似文献   

Changes in the relation of self-efficacy beliefs and behaviors across development     

Davis-Kean PE  Huesmann LR  Jager J  Collins WA  Bates JE  Lansford JE 《Child development》2008,79(5):1257-1269

Many social science theories that examine the connection between beliefs and behaviors assume that belief constructs will predict behaviors similarly across development. Converging research implies that this assumption may not be tenable across all ages or all belief constructs. Thus, to test this implication, the relation between behavior and beliefs about the self was examined in 2 independent data sets with 2 different constructs: aggression and achievement. The respondents were 6-18 years of age and predominately Caucasian. Results using quasi-simplex structural equation models suggest that self-beliefs become more strongly related to behavior as children grow older independent of the reliability of the measures used. Possible limitations in the use of self-report methodology with young children are discussed.  相似文献   

A Review of The Latinos of Asia: How Filipino Americans Break the Rules of Race     

Justin D. García 《Multicultural Perspectives》2016,18(4):227-229

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Qualitative research in career development: content analysis from 1990 to 2009     

Graham B. Stead  Justin C. Perry  Linda M. Munka  Heather R. Bonnett  Abbey P. Shiban  Esther Care 《International Journal for Educational and Vocational Guidance》2012,12(2):105-122

A content analysis of 11 journals that published career, vocational, and work-related articles from 1990 to 2009 was conducted. Of 3,279 articles analyzed, 55.9% used quantitative methods and 35.5% were theoretical/conceptual articles. Only 6.3% used qualitative research methods. Among the qualitative empirical studies, standards of academic rigor and procedures that are typically honored within qualitative research were either not followed or were not reported. Fundamental changes need to occur if qualitative research methods are to rise to a higher level of publication and general interest among consumers of career development literature. Recommendations for future training and research are provided.  相似文献   

Biological movement variability during the sprint start: Performance enhancement or hindrance?     

Elizabeth J. Bradshaw  Peter S. Maulder  Justin W.L. Keogh 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):246-260

In the current study, we quantified biological movement variability on the start and early acceleration phase of sprinting. Ten male athletes aged 17–23 years (100-m personal best: 10.87 ± 0.36 s) performed four 10-m sprints. Two 250-Hz cameras recorded the sagittal plane action to obtain the two-dimensional kinematics of the block start and initial strides from subsequent manually digitized APAS motion analysis. Infra-red timing lights (80 Hz) were used to measure the 10-m sprinting times. The coefficient of variation (CV%) calculation was adjusted to separate biological movement variability (BCV%) from estimates of variability induced by technological error (SEM%) for each individual sprinter and measure. Pearson's product–moment correlation and linear regression analysis were used to establish relationships between measures of BCV% and 10-m sprint start performance (best 10-m time) or 10-m sprint start performance consistency (10-m time BCV%) using SPSS version 12.0. Measurement error markedly inflated traditional measures of movement variability (CV%) by up to 72%. Variability in task outcome measures was considerably lower than that observed in joint rotation velocities. Consistent generation of high horizontal velocity out of the blocks led to more stable and faster starting strides.  相似文献   

Developing and Assessing Curriculum on the Physics of Medical Instruments     

Warren Christensen  James K. Johnson  Grace R. Van Ness  Elliot Mylott  Justin C. Dunlap  Elizabeth A. Anderson  Ralf Widenhorn 《CBE life sciences education》2013,12(2):250-261

Undergraduate educational settings often struggle to provide students with authentic biologically or medically relevant situations and problems that simultaneously improve their understanding of physics. Through exercises and laboratory activities developed in an elective Physics in Biomedicine course for upper-level biology or pre–health majors at Portland State University, we aim to teach fundamental physical concepts, such as light absorption and emission and atomic energy levels, through analysis of biological systems and medical devices. The activities address the properties of electromagnetic waves as they relate to the interaction with biological tissue and make links between physics and biomedical applications such as microscopy or laser eye surgery. We report on the effect that engaging students in tasks with actual medical equipment has had on their conceptual understanding of light and spectroscopy. These initial assessments indicate that students’ understanding improves in some areas as a result of taking the course, but gains are not uniform and are relatively low for other topics. We also find a promising “nonshift” in student attitudes toward learning science as a result of taking the course. A long-term goal of this work is to develop these materials to the extent that they can eventually be imported into an introductory curriculum for life sciences majors.  相似文献   

The practical enactment of Adventure Learning: Where will you AL@?     

Brant G. Miller  R. Justin Hougham  Karla Bradley Eitel 《TechTrends》2013,57(4):28-33

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Making Sense of Researcher Services     

Justin Shanks  Kenning Arlitsch 《图书馆管理杂志》2013,53(3):295-316

ABSTRACT

Researcher services have proliferated in recent years and numerous free or fee-based sites now promise increased visibility and impact for authors or contributors of publications and other research products. Not all services have the same goals, however, and it can be difficult to know with which services researchers should engage. In this article we establish three categories (author/researcher identification, academic/professional networking, and reference/citation management) and examine nineteen services that fit into those categories.

Column Editor's Note This JLA column posits that academic libraries and their services are dominated by information technologies, and that the success of librarians and professional staff is contingent on their ability to thrive in this technology-rich environment. The column will appear in odd-numbered issues of the journal, and will delve into all aspects of library-related information technologies and knowledge management used to connect users to information resources, including data preparation, discovery, delivery and preservation. Prospective authors are invited to submit articles for this column to the editor at kenning.arlitsch@montana.edu  相似文献   

What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education     

Mireille Krischler  Justin J. W. Powell  Ineke M. Pit-Ten Cate 《欧洲特需教育杂志》2013,28(5):632-648

ABSTRACT

Aiming to further our knowledge about what is meant by inclusion, we examined how various conceptualisations relate to people's attitudes about inclusive education. We assign the varying characterisations of inclusion of specific groups with differing involvement in the education system in Luxembourg, applying an influential systematisation of definitions of inclusion in which four qualitatively different categories are identified. Results of study 1 showed that members of the general population, pre-service and in-service teachers perceive inclusive education in importantly different ways. Although results showed relatively positive attitudes toward inclusive education for the whole sample, attitudes varied by group and in relation to the differential categorisation of definitions. As teachers' attitudes and the extent to which they feel prepared to implement inclusive practice are crucial for the success of inclusive education, the latter aspect is further investigated in study 2. Results showed that teachers with more in-depth understanding of inclusive education reported more positive attitudes and felt better prepared to implement inclusive practices. Implications for education systems and society are discussed.  相似文献