Globalisation of researcher mobility within the UK Higher Education: explaining the presence of overseas academics in the UK academia     

Nabil Khattab  Steve Fenton 《Globalisation, Societies & Education》2016,14(4):528-542

In this paper, we argue that the power structure that lies within the UK elite universities dictates a division of labour through which the inflows of overseas academics into the UK academic labour markets are skewed towards these elite academic institutions where they are employed primarily in research-only posts. These posts, are less valued and are difficult to fill by UK academics. This explains the over-concentration non-UK academics within these posts and suggests that it is not a coincidence, but a result of a division of labour in which they are ‘used’ as a replacement labour.  相似文献   

Stress on campus: An interactional perspective     

Robert D. Brown  Steve Bond  James Gerndt  LuAnn Krager  Barbara Krantz  Mark Lukin  Dave Prentice 《Research in higher education》1986,24(1):97-112

Faculty stress was investigated with the use of an interactional model of stress including roles, personal characteristics, coping strategies, and environmental characteristics. A random sample of 191 faculty members and 67 student-affairs staff members completed standardized measures of stress, strain, and coping resources and open-ended questions regarding sources of stress. Significant differences were found among faculty from different academic disciplines, between genders, and across semester time periods. Major stressors included time pressures, work overload, and interpersonal relationships. Body signals and poor interpersonal relationships were primary indicators of stress, and taking specific action and exercising were frequent coping behaviors. These findings have implications for administrative policy and faculty development programs.  相似文献   

Professionalisation of operating department practice: an evolutionary perspective     

Rob Corbett  Steve Suckling 《Journal of Education & Work》2018,31(4):381-393

The health care professionals staffing the operating theatres of UK hospitals are pursuing a professionalisation agenda based around increasing the academic level of the credential required for entry to their professional register. This paper explores the impact of this on registered Operating Department Practitioners (ODPs) and Theatre Nurses by proposing a theory of professionalisation as an inter- and intra-professional evolutionary process, which resonates with the Red Queen's Hypothesis. The findings show how registered professionals carry out a benchmarking exercise to determine the most suitable route of professional development. The ODPs and nurses who decide to participate in credentialised continuing professional development do so to remain competitive with the new breed of graduates entering the profession. However, their continued study only serves to bring them to the level of the new breed professionals; they are running fast to stand still. We explore and comment on the ripple of behaviours the rise in academic credential produces.  相似文献   

Colleagues’ roles in the professional development of teachers: Results from a research study of National Board certification     

Soonhye Park  J. Steve Oliver  Tara Star Johnson  Peg Graham  Nicholas K. Oppong 《Teaching and Teacher Education》2007

This study investigated the nature of interaction among teachers that occurred around the National Board certification (NBC) process and how that collegial interaction influenced teachers’ professional development. Qualitative interviews were conducted with 14 teachers who were either considering NBC, in the process, or had been awarded NBC. Interview data were analyzed using the constant comparative method. Results indicated that teacher interactions triggered by NBC helped one another's professional development in several ways: (a) enhancing reflection on teaching practice, (b) establishing a professional discourse community, (c) raising the standards for teaching performances, and (d) facilitating collaboration. Implications for teacher professional development were discussed.  相似文献   

Development and validation of the Preschool Temperament Classification System for use with teachers     

Pelin Munis  Daryl B. Greenfield  Heather A. Henderson  J&#x;Lene George 《Early childhood research quarterly》2007,22(4):440-450

The purpose of the current study is to describe the development and validation of a new measure of temperament, the Preschool Temperament Classification System (PTCS). The PTCS was developed as a typological measure that identifies children's temperament styles as undercontrolled, resilient, or overcontrolled. The PTCS is a time efficient structured interview assessing children's temperament as it is observed in the classroom environment. During the 20 min interview, teachers classify all of the children in their class into one of the three temperament styles, rank order children within each temperament group, and assign an intensity rating to each child, indicating how well the child matches his/her assigned temperament group. Data were collected on 196 preschool-age children from 25 Head Start classrooms in an urban area. Teachers assessed children's temperament and peer play behaviors, and trained research assistants assessed children's school readiness. The PTCS classified children into temperament groups that showed expected relations to peer play competence and school readiness after controlling for age and gender, indicating good validity. Test–retest reliability was moderate to high. Overall the PTCS shows promise as a valid and reliable teacher measure of preschool children's temperament.  相似文献   

The free food (contrafreeloading) phenomenon: A review and analysis     

Steve R. Osborne 《Learning & behavior》1977,5(3):221-235

Animals will perform an operant response to obtain food when abundant free food is available. These data have implications for current learning theories, especially in terms of the motivational variables associated with such behavior. The present paper reviews the literature and provides an analysis that suggests that responding for food in the presence of free food is importantly controlled by stimulus change attendant upon response-dependent food presentation. This apparent stimulus-reinforcer effect on behavior is compared to that observed in other areas of animal learning research that include preference between schedules of response-dependent and response-independent reinforcement, preference between schedules of signaled and unsignaled reinforcement, autoshaping and automaintenance, and self-reinforcement in animals.  相似文献   

Review Symposium     

William Baker  Steve Garner  Michael R. M. Ward 《British Journal of Sociology of Education》2016,37(5):780-787

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Progression Towards Functions: Students’ Performance on Three Tasks About Variables from Grades 7 to 12     

Michal Ayalon  Anne Watson  Steve Lerman 《International Journal of Science and Mathematics Education》2016,14(6):1153-1173

Identifying and expressing relations between quantities is a key aspect of understanding and using functions. We are aiming to understand the development of functions understanding throughout school years in Israel. A survey instrument was developed with teachers and given to 20 high and average achieving students from each of years 7–11 and to 10 high achieving students from year 12, a total of 110 students. Our analytical approach is to identify qualitatively what students appeared to do and whether their approaches led to complete solutions. We look for progress in understanding variables and relations between them, and we found that there does not appear to be a strong link between curriculum and informal understandings of variables and covariation, but there are other strengths.  相似文献   

Steve Fuller: Knowledge,the philosophical quest in history     

Francis Remedios  Brom Anderson  Jeff Kochan  Steve Fuller 《Metascience》2016,25(1):3-23

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Developing and Validating a Novel Anonymous Method for Matching Longitudinal School-Based Data     

Jon Agley  David Tidd  Mikyoung Jun  Lori Eldridge  Yunyu Xiao  Steve Sussman  Wasantha Jayawardene  Daniel Agley  Ruth Gassman  Stephanie L. Dickinson 《Educational and psychological measurement》2021,81(1):90

Prospective longitudinal data collection is an important way for researchers and evaluators to assess change. In school-based settings, for low-risk and/or likely-beneficial interventions or surveys, data quality and ethical standards are both arguably stronger when using a waiver of parental consent—but doing so often requires the use of anonymous data collection methods. The standard solution to this problem has been the use of a self-generated identification code. However, such codes often incorporate personalized elements (e.g., birth month, middle initial) that, even when meeting the technical standard for anonymity, may raise concerns among both youth participants and their parents, potentially altering willingness to participate, response quality, or generating outrage. There may be value, therefore, in developing a self-generated identification code and matching approach that not only is technically anonymous but also appears anonymous to a research-naive individual. This article provides a proof of concept for a novel matching approach for school-based longitudinal data collection that potentially accomplishes this goal.  相似文献