Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics     

Sherran Clarence 《Teaching in Higher Education》2016,21(2):123-137

Teaching and learning is a growing field of research and practice globally, and increasing investments are being made in developing academics as teachers. An inability to adequately account for disciplinary knowledge can lead to academic development inputs that are unable to fully address the needs of students, educators, or disciplines themselves. Semantics, from Legitimation Code Theory (LCT), provides insight not just into the hows of pedagogy but also the whats and whys, particularly the ways in which knowledge needs to be connected up in meaning-making. This paper argues for the use of semantic profiles to open up conversations with educators about teaching, learning, and the nature of knowledge in their disciplines. It raises important questions about the practical uses of LCT tools in higher education and shares initial ideas, informed by lecturer feedback in one case study, of how these tools can be used in academic staff development.  相似文献   

To Be or Not to Be an Academic: The Academic Professional Intentions of PhD Students and Influencing Factors     

Bao Wei  Du Qiang  Ma Jialing 《Chinese Education & Society》2020,53(3):97-114

Abstract

Using survey data on academic PhD students, influencing factors for PhD students’ academic career intentions are explained from the perspectives of individual features and the academic labor market. The study found: (1) There is a diversification of PhD employment, with nearly one-third of academic PhDs going to nonacademic organizations; (2) female PhDs tend to favor stable academic professions, and rural and low-income PhD groups are more inclined to choose employment in academic organizations to become academic elites and realize upward social mobility; (3) PhD students who identify with academic majors tend to choose academic professions, but a considerable portion of top quality PhDs go to nonacademic organizations; (4) academic interests and enthusiasm are important influences on choosing an academic profession; (5) worsening job environments in academic institutions and weakening professional attractiveness had a cooling effect on the academic employment intentions of PhDs.  相似文献   

Academic differentiation,school achievement and school violence in the USA and South Korea     

Motoko Akiba  Seunghee Han 《Compare》2007,37(2):201-219

Whilst school violence is a major public concern and a focus of educational reforms both in the USA and South Korea, few studies have comparatively examined the rates of school violence and school factors associated with them. Analysing nationally‐representative data from eighth graders, their mathematics teachers and principals in 150 South Korean schools and in 216 US schools, the authors found that: 1) the rates of school violence are higher in the US than South Korea, 2) student‐reported violence rates are not associated with school‐reported violence rates in both nations and 3) South Korean schools with academic tracking and low‐achieving US schools are more likely to have higher rates of school violence. Policy and practical implications of these findings are discussed.  相似文献   

院校管理中的学术管理与行政管理   总被引：6，自引：0，他引：6  

张应强 《海军院校教育》2003,(6)

高等院校的管理实际上是一种知识管理或知识生产管理 ,是学术管理。科学地认识学术权力 ,在有关学术管理的制度设计中明确学术权力 ,给学术权力以应有的地位和权威 ,确立以学术权力为主导的权力机制 ,合理规范学术权力与行政权力各自发挥作用的领域和范围 ,使二者建立一种有机的分工合作与制约关系 ,是当前高校制度建设中一个亟待解决的问题。本文从管理创新的必要性入手 ,阐述了现代院校的特点及其复杂性 ,分析了院校管理中学术管理与行政管理两种权力的关系及其协调  相似文献   

Using social network analysis to measure the impact and value of work that takes us beyond institutional boundaries     

Alice Cassidy  Gary Poole 《International Journal for Academic Development》2016,21(4):323-336

In educational development, accountability is paramount, in particular for activities that take educational developers away from their institutional boundaries to local, national, and international venues. Educational developers must demonstrate the benefits of such work to the home institution and its constituents. We asked educational developers from around the world to comment on the nature and value of their external work. Their responses made clear that such work expands valuable social networks and, concomitantly, builds social capital. Using these observations, we explain how social network analysis can be used to assess and demonstrate the impact of external work.  相似文献   

遏制高校学术造假行为之思考     

李孟辉 《宜春学院学报》2007,29(1):58-61

高校学术界造假事件接二连三地被曝光。居然有人做这样的“高空惊险动作”,原因是什么。笔者试图探明造假的原因,为遏制造假行为提出有效的解决途径。  相似文献   

Academics at work: mentoring in research,teaching, and service     

Jane L. Fowler 《International Journal for Academic Development》2017,22(4):319-330

Abstract

This qualitative interview study investigates how mentoring is used to develop knowledge and skills for early career academics across the academic roles of research, teaching, and service. Results indicate similar amounts of mentoring in research for men and women, more mentoring in teaching for women, and a lack of mentoring in service across gender. Methodological, theoretical, and practical implications for institutions of higher education are discussed, particularly those aimed at addressing inequality for women.  相似文献   

Pathways to Children’s Academic Performance and Prosocial Behaviour: Roles of physical health status,environmental, family,and child factors     

Gillian King  Janette McDougall  David DeWit  Sungjin Hong  Linda Miller  David Offord 《International Journal of Disability, Development & Education》2005,52(4):313-344

The objective of this article is to examine the pathways by which children’s physical health status, environmental, family, and child factors affect children’s academic performance and prosocial behaviour, using a theoretically‐based and empirically‐based model of competence development. The model proposes that 3 types of relational processes, dealing with opportunity, support, and skill development through participation, lead to competence. Structural equation modelling was performed on cross‐sectional, parent‐report data for approximately 10,000 Canadian children aged 6–11 years from the 1994–95 National Longitudinal Survey of Children and Youth. The analyses controlled for family socioeconomic status and child’s age and sex, and included 3 groups of children (those with activity‐limiting conditions, non‐activity‐limiting conditions, or no health problems). There was little evidence that children with chronic conditions were at direct risk for poorer outcomes. Children with activity‐limiting conditions were at increased indirect risk for academic difficulties through the role played by cognitive functioning. Cognitive functioning and hyperactivity/inattention difficulties were the major predictors of academic performance. Recreational participation and behavioural functioning were the main predictors of prosocial behaviour. The pathways in the model also indicated the importance of family functioning, social support to parents, and neighbourhood cohesion. In conclusion, the findings indicate the utility of the model of competence development in understanding the pathways and processes by which various factors affect children’s academic and social outcomes.  相似文献   

Biological and environmental influences in visuospatial abilities     

F. Vlachos  G. Andreou  E. Andreou 《Learning and individual differences》2001,13(4):497

Sex differences in cognition have been the focus of intense debate for years. In this study, we examined the hypothesis that the pattern of sex differences in a visuospatial task may be differential due to environmental factors such as the participation of females in technical and scientific courses. A total of 452 undergraduate students (146 males and 306 females) participated in this study. Results showed a significant effect of academic discipline on both Rey–Osterrieth Complex Figure (ROCF) copy and recall scores. Significant effects of gender were found only on the recall condition. This pattern of results indicates that both gender and academic discipline may influence the performance on a visuospatial task such as ROCF.  相似文献   

Encouraging E‐Textbook Adoption: Merging Two Models          下载免费PDF全文

Natalie Gerhart  Daniel Peak  Victor R. Prybutok 《Decision Sciences Journal of Innovative Education》2017,15(2):191-218

This research builds a new model by drawing upon e‐textbook adoption models developed in two recent publications, which share similarities but have different findings. Although they both achieve positive results, these two prior e‐textbook studies employ different methods and background theories. This research bridges these earlier models and develops a third, parsimonious, blended model for e‐textbook adoption. Using a survey of undergraduate students, the authors first assess each model independently. Broadening the diversity of the sample population yields results that are similar, yet slightly different from those found in the prior two studies. Next, this study develops a single blended, parsimonious model that explains a higher proportion of the variance than the prior studies with just three constructs: perceived usefulness, hedonic motivation, and habit. In addition to developing and testing a new parsimonious model, this research provides theoretical and practical guidance for e‐textbook usage.  相似文献