University administrators and faculty bargaining     

J. Malcolm Walker  John J. Lawler 《Research in higher education》1982,16(4):353-372

This study presents empirical data suggesting that middle-level university administrators tend to oppose faculty bargaining, especially by an aggressive union. Findings cover administrators' perceptions of and attitudes toward faculty bargaining, prebargaining conditions in their work milieu, and expectations as to potential outcomes of bargaining under alternative agents. Factor analysis is used to identify underlying perceptual structures for which specific expectations may serve as indicators. Multivariate analysis suggests that perceptual-attitudinal variables related to prebargaining conditions explain little of the variance in support for bargaining. Most of the variance explained by the model derives from expectations concerning outcomes, perceptions of how well bargaining is working in higher education, and personal political orientation. Policy and research implications are suggested.  相似文献   

Educational implications of the TV medium     

I. Keith Tyler 《Educational technology research and development : ETR & D》1964,12(1):61-74

Conclusion It should be clear that television has much to contribute to education both in extending educational opportunity more widely and in raising the level of quality of what is offered. But to use it effectively it is essential that its characteristics be understood, its potentials be utilized, and its limitations be overcome. Wisely used, television can prove to be a twentieth century answer to some of the century’s most pressing educational problems. On leave from Ohio State University, the husband and wife American specialist team of I. Keith Tyler (long-time director of the Institute for Education by Radio-Television and consultant in educational broadcasting) and Margaret C. Tyler (supervisor of the Ohio School of the Air) spent six and one-half months in the United Arab Republic working with UAR-Television and the Ministry of Education developing an instructional TV series in Arabic literacy and laying the foundations for the extensive use of television in formal education. They followed this with short-term assignments in Manila, Hong Kong, Japan, and Taiwan, lecturing and consulting with leaders in education and television. Educational Implications of the Television Medium was originally presented by Mr. Tyler to representatives of the Ministry of Education in Cairo as basic orientation, and, with minor changes, to educators and broadcasters at Ateneo University in Manila.  相似文献   

Does Early Mathematics Intervention Change the Processes Underlying Children's Learning?     

Tyler W. Watts  Douglas H. Clements  Julie Sarama  Christopher B. Wolfe  Mary Elaine Spitler 《Journal of research on educational effectiveness》2017,10(1):96-115

Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two aspects of children's mathematical development. We tested for separate effects of the intervention on “state” (occasion-specific) and “trait” (relatively stable) variability in mathematics achievement. Results indicated that, although the treatment had a large impact on state mathematics, the treatment had no effect on trait mathematics, or the aspect of mathematics achievement that influences stable individual differences in mathematics achievement over time. Results did suggest, however, that the intervention could affect the underlying processes in children's mathematical development by inducing more transfer of knowledge immediately following the intervention for students in the treated group.  相似文献   

Lifelong learning in later life: a handbook on older adult learning     

Mark A Tyler 《International Journal of Lifelong Education》2018,37(2):273-274

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Understanding,explanation, and intelligibility     

Lawler  Insa 《Metascience》2019,28(1):57-60

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Fundamentals of sports ethics     

Mike Tyler 《体育哲学杂志》2018,45(3):322-325

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Therapist Directiveness and Client Reactance in the Administration of Homework in Therapy with College Students     

William Tyler Branagan  Martin A. Swanbrow Becker 《Journal of College Student Psychotherapy》2018,32(3):251-266

The present study used an analog design with three vignettes portraying homework administrations at three levels of therapist directiveness (low, medium, and high) and the Therapeutic Reactance Scale to measure participant reactance. Participants (N = 436) read the vignettes and completed the Homework Completion Scale (HCS), Counseling Continuation Scale (CCS), Counselor Rating Form-Short (CRF-S) Attractiveness and Expertness subscales. A repeated measures analysis of variance revealed significant differences between low and high reactant groups on the HCS and CCS for the High and Medium directiveness homework administrations. These results suggest that therapist directiveness does interact with client reactance in the administration of homework.  相似文献   

“No one queens it like himself”: Performing Unconventional Boyhood in Historical Shakespearean Fiction     

M. Tyler Sasser 《Children‘s Literature in Education》2016,47(1):50-65

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Is the GED an effective route to postsecondary education for school dropouts?     

John Tyler  Magnus Lofstrom 《Economics of Education Review》2010

We use data from the Texas Schools Microdata Panel (TSMP) to examine the extent to which dropouts use the GED as a route to postsecondary education. Lacking suitable instruments that would allow us to directly address potential biases in estimating the “GED path” to postsecondary education, our approach is to base estimates on a set of academically “at risk” students who are very similar in the 8th grade. We observe that the eventual high school graduates in this group have much better postsecondary education outcomes than do the similar at-risk 8th graders who drop out and obtain a GED. We discuss potential explanations for the observed differences in the postsecondary education outcomes of the two groups.  相似文献   

BOOK REVIEWS     

Ian Lovegrove  Jeff Gold  Otmar Donnenberg  Lutz von Rosenstiel  John Lawler  Eugene Sadler-Smith 《Action Learning: Research and Practice》2009,6(2):177-195

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