The influence of organisational identification on employee attitudes and behaviours in multinational higher education institutions     

Stephen Wilkins  Muhammad Mohsin Butt  Carrie Amani Annabi 《Journal of Higher Education Policy & Management》2018,40(1):48-66

In order to operate effectively and efficiently, most higher education institutions depend on employees performing extra-role behaviours and being committed to staying with the organisation. This study assesses the extent to which organisational identification and employee satisfaction are antecedents of these two important behaviours. Key objectives of the research were to identify possible antecedents of organisational identification and to discover whether the consequences of organisational identification vary among the employees of multinational universities at home and foreign campuses. We developed a model that was tested using structural equation modelling, which assesses the influences of organisational identification on employee satisfaction, extra-role behaviours and turnover intentions. All of the paths in our model were significant, but employee identification, satisfaction and extra-role behaviours were lower at foreign branches than at the home campuses of universities, and turnover intentions were higher. These results suggest that higher education institutions need to implement different human resource strategies at home and foreign branches, with a focus on improving organisational identification at the foreign subsidiaries.  相似文献   

Education and Migration in Highland Ecuador     

Rosemary Preston 《比较教育学》1987,23(2):191-207

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Interested reader or uninterested dissembler?: the identities constructed by upper primary aged dyslexic pupils during silent reading sessions     

Rosemary Anderson 《Literacy》2009,43(2):83-90

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The role of pre-service and in-service teacher training (PITT) programmes in preparing teachers for HIV curriculum integration     

Christopher B. Mugimu  Rosemary Nabadda 《Prospects》2009,39(4):383-397

Despite significant global efforts to mitigate HIV and AIDS, the epidemic continues to be a serious problem to the human race. It has claimed many productive individuals, including teachers, administrators, and parents, and has left millions of traumatized and orphaned children. Unfortunately, few teachers are prepared to take on the extra tasks of teaching and providing support that the disease creates within school settings. Teacher training institutions and governments are challenged to provide teachers with the knowledge and skills they need to take on these new and changing roles. This article explores the role of current pre-service and in-service teacher training (PITT) programmes and offers evidence that teachers need more and better training to integrate HIV education into the mainstream curriculum in Africa. We argue that the success of HIV interventions in the sector depends on the quality and relevance of the PITT programmes being offered.  相似文献   

The relationship between treatment integrity and acceptability of reading interventions for children with Attention‐Deficit/Hyperactivity Disorder     

Jennifer A. Mautone  George J. DuPaul  Asha K. Jitendra  Katy E. Tresco  Rosemary Vile Junod  Robert J. Volpe 《Psychology in the schools》2009,46(10):919-931

This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data‐based academic intervention (IDAI) and traditional data‐based academic intervention (TDAI). Participants included 83 first‐ through fourth‐grade students who met research criteria for Attention‐Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data‐driven consultation (IDAI) or generic, menu‐based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant for the IDAI group only. Furthermore, although there was a significant difference between consultation groups on treatment integrity, differences between groups on treatment acceptability were not statistically significant. Implications for practice and future research are discussed. © 2009 Wiley Periodicals, Inc.  相似文献   

‘Pulled in off the street’ and available: what qualifications and training do Teacher Assistants really need?     

Rosemary Butt 《International Journal of Inclusive Education》2018,22(3):217-234

As more Teacher Assistants (TAs) take on the responsibility of supporting students with disability and learning difficulties questions arise as to the appropriate qualifications for such work, the adequacy of training, and the policy and practice of schools employing TAs. A qualitative study, informed by multiple perspectives, was conducted in four mainstream primary schools in an Australian capital city to examine the actual qualifications of the TAs as opposed to those required by their employer. Despite role changes since the 1990s, TA qualifications remained unchanged and TAs could be employed with no post-school qualifications. Little training was provided, no training policy existed and access to training across schools differed. Participants' perspectives on the qualifications and training required by TAs also varied. While this paper examines qualifications and training of TAs in Australia, findings are relevant to educators internationally where TAs support students with disability and learning difficulties. Tying TA qualifications to salary incentives and a career structure in which TAs are responsible for supplemental instruction only, is recommended. A Certificate IV in Education Support or School Age Education and Care, complemented by literacy and numeracy tests, are recommended minimum requirements. Finally, teachers should be included in TA recruitment and supervision.  相似文献   

Copyright column     

Rosemary Talab 《TechTrends》1990,35(1):29-31

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Critical Approaches to Lifelong Education   总被引：1，自引：0，他引：1  

Preston  Rosemary 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(5-6):561-574

This paper argues that contemporary interest in lifelong learning can be seen as an artefact of the market. It points out how the attractive vocabulary associated with personal development and empowerment often masks other economic and social purposes. Bearing in mind the social function of education, the author compares the strategies for the promotion of lifelong learning designed for those in "included social categories" with the policies designed for those in marginal and excluded positions. It concludes by challenging its own position by citing positive learner experience in each case.  相似文献   

Parental Beliefs about Problematic Social Behaviors in Early Childhood   总被引：3，自引：0，他引：3  

Rosemary S. L. Mills  Kenneth H. Rubin 《Child development》1990,61(1):138-151

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The future of the humanities in primary schools – reflections in troubled times     

Tony Eaude  Graham Butt  Simon Catling  Peter Vass 《Education 3-13》2017,45(3):386-395

ABSTRACT

This article reflects on the implications for practitioners, researchers and policy-makers of the future of the humanities in primary schools in the light of the challenges facing future generations. There is wide divergence in the four jurisdictions of the UK. The humanities are perceived as important, in principle, though curriculum frameworks differ. However, the status of the humanities is often uncertain, in practice, given the current emphasis on outcomes in literacy and numeracy. There is a lack of robust research on how, and by whom, the humanities are taught. The more theoretical articles suggest that the humanities, broadly conceived, are an essential aspect of young children’s education – to enable a deeper understanding of human culture and identity, and to develop the qualities and values needed in a diverse world. Additionally, curricular breadth is required alongside a realisation that narrowly focusing on propositional knowledge is limiting. While this has implications for the whole curriculum, History, Geography and Religious Education have key roles in meeting these aims and in engaging and motivating young children. A stronger policy steer is called for, to ensure that schools give more priority to humanities education, with greater investment in professional development in Initial Teacher Education and beyond.  相似文献