Supported or stressed while being assessed? How motivational climates in UK University workplaces promote or inhibit researcher well-being     

Netta Weinstein  Geoff Haddock  Jennifer Chubb  James Wilsdon  Catriona Manville 《Higher Education Quarterly》2023,77(3):537-557

Academic culture now places high expectations on researchers to demonstrate research productivity alongside teaching, leadership and knowledge exchange. In two studies of researchers across career stages in UK higher education institutions (HEIs), we examined workplace climate within academic departments as (1) supportive of researchers' needs for autonomy, competence and relatedness, (2) publish-or-perish focused and (3) hyper-competitive. In Study 1 (multiwave from 2018 to 2020), need support predicted researchers' lower turnover intention 2 years later, even when controlling for concurrent need support, and career and economic conditions. In Study 2, need support correlated with academic well-being (lower job strain and turnover intention, greater job satisfaction) in a nationwide sample of 2951 researchers. Study 2 found that need support related to improved, and a hyper-competitive motivational climate related to undermined, well-being. Results were mixed for publish-or-perish climate. Performative demands can have deleterious effects on researcher well-being.  相似文献   

Teaching North American Environmental Literature by Laird Christensen,Mark C. Long,and Fred Waage,Editors     

Josh A. Weinstein 《Journal of American culture (Malden, Mass. : 2003)》2009,32(2):180-180

  相似文献   

CIVIC LIBERALISM AND EDUCATIONAL REFORM     

Michael A. Weinstein 《Educational theory》1997,47(3):411-424

  相似文献   

Interventions for students with learning disabilities: A meta‐analysis of treatment outcomes     

Kristen S. Weinstein  Melissa A. Bray  Thomas J. Kehle 《Psychology in the schools》2004,41(2):273-274

  相似文献   

Project Re-Ed schools for emotionally disturgbed children: effectiveness as viewed by referring agencies, parents, and teachers     

L Weinstein 《Exceptional children》1969,35(9):703-711

  相似文献   

When duties are not enough: principal leadership and public or private school management in Chile1     

José Weinstein 《School Effectiveness & School Improvement》2013,24(4):651-670

The Chilean education system is an emblematic case of school management privatization, with the majority of schools operating under government funding, but private administration. This article addresses the incidence of this dimension on school leadership, showing the differences and continuities established among primary school principals in the subsidized private and municipal sectors. The conclusion is that private school administrators do not recruit principals on a competitive basis, as a result of which these principals do not present a more developed professional profile, and that merely having more duties for executing the principal position – as happens in subsidized private schools – is not enough for an effective development of practices evidencing improved school leadership. These conclusions challenge the statement frequently expressed, but lacking sufficient empirical evidence, that the greater autonomy in school management encompassed by privatization will positively impact on school leadership and, therefore, on educational improvement.  相似文献   

“The kids are terrific: It’s the job that’s tough”: The ELL teacher role in an urban context     

Edison J. Trickett  Emma Rukhotskiy Ansuk Jeong  Ana Genkova Ashmeet Oberoi  Traci Weinstein Yanelet Delgado 《Teaching and Teacher Education》2012,28(2):283-292

The present study depicts an ecological portrait of the work lives of 16 ELL high school teachers in an urban context in the United States. Results suggest that their work lives take place within a complex school ecology which affects the kinds of activities they engage in and the opportunities they have to support their students. In this context they demonstrate an unusual dedication to aiding students and their families in activities related to the transition to a new country. The paper concludes with recommendations for future research explicating further the school ecology of this group of teachers.  相似文献   

Editor's Comment     

Claire E. Weinstein 《教育心理学家》2013,48(3-4):199-205

  相似文献   

Biopolitics and science education     

Lyn Carter  Matthew Weinstein  Larry Bencze 《Cultural Studies of Science Education》2017,12(4):761-767

  相似文献   

Classroom design and impression formation: A new area for research     

Carol S. Weinstein  Anita E. Woolfolk 《Contemporary educational psychology》1981,6(4)

Recently, educators and psychologists have begun to discuss the messages conveyed by different classroom designs. Although the arguments presented are persuasive, the basic contention—that classroom design influences impression formation—has not been empirically tested. The purpose of this article is to bring to the attention of educational psychologists the possibilities for research in this area. The paper summarizes the findings of some initial investigations and suggests directions for future study.  相似文献