Academic ‘place-making’: fostering attachment,belonging and identity for Indigenous students in Australian universities     

Jennifer Carter  David Hollinsworth  Maria Raciti  Kathryn Gilbey 《Teaching in Higher Education》2018,23(2):243-260

Place is a concept used to explore how people ascribe meaning to their physical and social surrounds, and their emotional affects. Exploring the university as a place can highlight social relations affecting Australian Indigenous students’ sense of belonging and identity. We asked what university factors contribute to the development of a positive sense of place for these students. Findings are presented from two Australian universities, based on focus groups with Indigenous students, and interviews with Indigenous and non-Indigenous staff. Students prioritized relationships with academics as a key theme, stressing academic’s flexibility and understanding enabled their persistence at university. Students situationally manage self-identification, requiring academics to engage effectively with diverse students, but staff felt they required further professional development. We argue that academics can ‘make’ university places in their pedagogies and mentoring roles, but require universities to recognize this pedagogical caring as a legitimate and valued element of their work.  相似文献   

Implementing transfer and articulation: A case study of community colleges and state universities     

Kathryn C. Senie 《Community College Journal of Research & Practice》2016,40(4):269-284

This study examined the cultural aspects of a transfer articulation policy between public community colleges and state universities enacted by a newly consolidated state governing board for higher education in a northeastern state. A qualitative multisite case study design explored how key stakeholders, faculty, administrators and staff viewed the transfer policy from their unique perspectives. Tierney’s (2008) cultural analysis of governance was used to examine the effectiveness of communication and decision-making on the part of the board. The study also applied Handel’s (2011) theory of a transfer affirming culture along with Jain, Herrera, Bernal, and Solorzano’s (2011) research on the requisite services for pretransfer and posttransfer success of nontraditional students. The use of several theoretical frameworks provides “a more powerful lens than when using only one in helping to interpret and understand culture” (Kezar &; Eckel, 2002, p. 440). The study was guided by the following question: How do community college and state university faculty, administrators and staff perceive the Transfer Mobility Policy in relation to their campus cultures? The findings identified difficulties with community college curricula and student transfer advising as well as a cultural gap between the community colleges and the state university. They underscored the politics that surrounds higher education governance reform and resultant clash between political and academic cultures. This study may help policy makers promote statewide transfer and articulation initiatives and be instructive for faculty, administrators, and staff as they seek to improve the success of students who transfer from community colleges to four-year colleges and universities.  相似文献   

RESEARCHING THE EFFECTIVENESS OF A SCIENCE PROFESSIONAL LEARNING PROGRAMME USING A PROPOSED CURRICULUM FRAMEWORK FOR SCHOOLS: A CASE STUDY     

Kathryn Paige  Yvonne Zeegers  David Lloyd  Philip Roetman 《International Journal of Science and Mathematics Education》2016,14(1):149-175

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Communication disorders in the school: Perspectives on academic and social success an introduction     

Karen L. Thatcher  Kathryn Fletcher  Blair Decker 《Psychology in the schools》2008,45(7):579-581

The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of Psychology in the Schools examined issues that impact the academic and social functioning of such children. Several articles are focused on potential early intervention strategies or services surrounding literacy and social skills that may enhance the success of children with communication disorders and/or at risk for communication disorders (e.g., Chapman, Denning, & Jamison, 2008; Thatcher & Fletcher, 2008; van Kleeck, 2008). Two other articles tackle promising strategies that may be used in academic settings with children who stutter (Logan, Mullins, & Jones, 2008) or with children with cognitive impairments (Gillette & DePompei, 2008). Despite promising avenues of intervention and practice, there are also barriers to providing instruction to children with communication disorders in a regular classroom (Pufpaff, 2008). Each article provides insight into the importance of communication skills for academic and social success in the schools. The key to the success of children with or at risk for communication is for all school personnel to be aware of and proactive with children with communication disorders. © 2008 Wiley Periodicals, Inc.  相似文献   

Training boys with ADHD to work collaboratively: Social and learning outcomes     

Deborah Edelman Watkins  Kathryn R. Wentzel 《Contemporary educational psychology》2008,33(4):625-646

This study examined social participation and strategic problem solving behavior of boys diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) when collaborating on a planning task with a trained peer partner. Twenty-four 9- to 13-year-old boys with ADHD who were receiving a medication intervention, were individually pre-tested to assess their initial ability to plan an errand route task. They were then observed doing an alternate planning task during collaborative sessions with a female peer partner who had received prior training in the task and in facilitating social interaction. Boys with ADHD were then individually post-tested on the original planning task. Observations of the collaborative sessions revealed significant, positive changes across three phases in the quality of social interactions by boys with ADHD, in their planning strategies, and planning efficiency. Findings suggest positive benefits of collaborative learning structures for boys with ADHD when they are placed in a collaborative learning setting with a partner who has received a prior training intervention.  相似文献   

Book reviews     

Kathryn Pomerantz  Helen Mitton  Matthew Chuard  Sonya Hinton  Belinda Medhurst 《Educational Psychology in Practice》2008,24(1):79-89

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Visualising Famagusta: interdisciplinary approaches to the study of the Orthodox Cathedral of Saint George of the Greeks in Famagusta,Cyprus     

Sven J Norris  Michael JK Walsh  Thomas A Kaffenberger 《档案与原稿》2014,42(1):48-60

This paper explores a recent interdisciplinary project which brought together a visualization expert, an art historian, and an architectural historian, to study the ruins of Saint George of the Greeks Cathedral in Famagusta, eastern Cyprus, then create a virtual three-dimensional reconstruction of it. The motivation for this work, funded by Nanyang Technological University in Singapore, was to apply existing knowledge and expertise to a difficult, and very particular, heritage question on this Eastern Mediterranean Island. The creation of such a model could, it was felt, not only reiterate the academic value of thorough archival work married to state of the art technology, but also have very practical reverberations in terms of future heritage welfare and education via this ‘borderless’ domain.  相似文献   

Choosing a University: A conjoint analysis of the impact of higher fees on students applying for university in 2012     

Dunnett  Andrew  Moorhouse  Jan  Walsh  Caroline  Barry  Cornelius 《Tertiary Education and Management》2012,18(3):199-220

Tertiary Education and Management - In the light of the forthcoming policy shift to full-cost fees for English undergraduates, this study examines the impact of fee changes on how students weigh up...  相似文献   

Not just for celebrities: collaborating with a PR representative to market library education services     

Bloedel K  Skhal K 《Medical reference services quarterly》2006,25(3):33-43

Hardin Library for the Health Sciences offers an education service called Hardin House Calls. In collaboration with the University of Iowa libraries' public relations coordinator, the education team developed a marketing campaign for Hardin House Calls. Marketing strategies included designing a new logo, meeting with external relations representatives and faculty, distributing a user survey, and producing and distributing posters and advertisements. These marketing strategies greatly increased the visibility and use of Hardin House Calls. The campaign also led to a series of faculty development sessions, education collaborations with smaller health sciences departments, and collection development opportunities. Promoting an instructional service through a public relations frameworkwas found to be a highly successful strategy.  相似文献   

Knowledge mobilisation in communities through socio-technical systems     

Helen?HasanEmail author  Kathryn?Crawford 《知识管理研究与实践》2007,5(4):237-247

Enterprises in both the public and private sector undertake knowledge management (KM) initiatives through which they hope to engender a new, more adaptive and flexible culture of learning and innovation in their organisations. Creative activities involving social learning and innovation are, however, more common in less formal entities such as communities of practice at work and community service organisations in civil society. This paper presents the results and implications of collaborative research into the understanding, development and evaluation of socio-technical systems (STS) designed to mobilise collective knowledge in diverse community settings. The research concerns information and communication technologies (ICT)-mediated activities of communities in the broader civil society and also those in formal organisations. The paper describes and critically evaluates a set of three STS that have the potential to support the collective knowledge of innovative groups, teams and networks, which can all be considered forms of community. The findings could be of strategic value to business, government and community service organisations initiating KM programmes aimed at using collective learning to support innovation.  相似文献