Distance learning and the early childhood teacher educator     

James Hoot 《Journal of Early Childhood Teacher Education》2013,34(4):221-224

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The Divided University: The impact of budget cuts on faculty in two disciplines     

Sallee  Margaret W. 《Tertiary Education and Management》2011,17(4):319-335

Tertiary Education and Management - This article explores how budget cuts affected faculty in two departments—a physical sciences department and a humanities department—at one research...  相似文献   

The medicalization of autonomy     

Tamao  Shuko 《Metascience》2021,30(1):49-52

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Book reviews     

Walter C. Hobbs  Denis O'Sullivan  Ernest Rudd  Clive H. Church  Moray McGowan  Kurt Ulbricht  Erich Leitner  Richard A. Slaughter  Glenn R. Nellis  Michael Argles  Alec M. Ross 《Higher Education》1980,9(3):351-363

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The Relationship between Traditional Mass Media and “Social Media”: Reality Television as a Model for Social Network Site Behavior     

Michael A. Stefanone Ph.D.  Derek Lackaff Ph.D.  Devan Rosen Ph.D. 《广播与电子媒介杂志》2013,57(3):508-525

Social cognitive theory suggests a likely relationship between behavior modeled on increasingly popular reality television (RTV) and user behavior modeled on social networking sites (SNSs). This study surveyed young adults (N = 456) to determine the extent to which RTV consumption explained a range of user behavior in the context of social network sites. Results show a consistent relationship between RTV consumption and the length of time spent on these sites, the size of users' networks, the proportion of friends not actually met face to face, and photo sharing frequency while controlling for age and gender.  相似文献   

Book reviews     

Robert F. Lawson  David Nyberg  Philippe C. Duchastel  Paul Ramsden  Wolfgang Wilhelm  Jan Sadlak  Erich Leitner  Ronald K. Goodenow  Katherine Iverson  Arthur Liebman 《Higher Education》1978,7(3):373-388

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U.S. Teachers as Policy Protagonists in Digital Public Spaces?     

Sarah A. Robert 《Peabody Journal of Education》2017,92(4):521-536

Teachers engage with policies far beyond the confines of their classroom and seemingly unrelated to their classroom practice, stretching the parameters of theories such as street-level bureaucracy (Lipsky, 2010; Weatherly & Lipsky, 1977) and doing policy in schools (Ball, Maguire, & Braun, 2012). This was observed in ethnographic studies and analyses, suggesting a “policy protagonism” in which teachers engaged in public arenas with the state and with the public outside of school to address problems they faced within school walls (Robert & McEntarfer, 2014). Four attributes of policy protagonism are defining policy “problems,” seeking power and resources to address those policy-worthy problems, “using” social categories and symbolic identities such as perceptions of teachers as mothers and caregivers, and, finally, demanding multiple seats at the decision-making table. Using discourse analysis, I examine Massachusetts' teachers' publications in local and national online newspapers between 2012–2014 that identify Teach Plus Teaching Policy Fellows, teachers who presumably wish to engage with public policy and are taught how to do so. The sample only demonstrated application of the first attribute, defining policy problems. Changes in policy and policymaking will only come from systematic and sustained engagement of teachers in policy protagonism in both real and virtual public spaces. Although teaching policy fellows were trained to do just that, the analysis suggests that more effort is needed to support teachers' policy work in public spaces. There is no silver bullet to the educational challenge of strengthening teachers' policy work and gaining a seat at the policy table.  相似文献   

A critique of Koh’s (2014) ‘Doing class analysis in Singapore’s elite education’     

Scott Kabel 《Globalisation, Societies & Education》2017,15(2):282-288

Aaron Koh contributed to a collection of multi-site global ethnographic articles published here (2014, Vol. 12, No. 2) that present class reproduction as operationalised in elite education. While the collection adds to the current international critique of meritocracy, a close look at Koh's contribution reveals that critical ethnography can lose its representational and persuasive power if muddled by theoretical and methodological haziness and if it fails to forefront participants' voices. This response is meant to encourage Koh to re-present his data and position so as to sure up his comment on this important issue.  相似文献   

Can slope be negative in 3-space? Studying concept image of slope through collective definition construction     

Deborah Moore-Russo  AnnaMarie Conner  Kristina I. Rugg 《Educational Studies in Mathematics》2011,76(1):3-21

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International trends in the public and private financing of higher education     

Sanyal  Bikas C.  Johnstone  D. Bruce 《Prospects》2011,41(1):157-175

Beginning by analyzing the major qualitative and quantitative changes in higher education around the world, this article examines international trends in their financial implications. It then demonstrates the state’s inability to bear the entire rising financial burden, and explores the role of self-financing, and of the non-profit and for-profit private sectors, in sharing the enrolment and the cost burden. Examples of cost-sharing from around the world are given, with an analysis of the complexities and ambiguities of the meanings of public and private in reference to financing higher educational institutions. A discussion of private–public partnerships follows, and of the role that non-profit and for-profit cross-border higher education plays in financing. The conclusion offers eight policy themes for coping with the underlying situation of financial strategy and the simultaneous need to supplement scarce public revenues with private revenues, meanwhile increasing access to and participation in higher education for those not yet benefiting from it.  相似文献