研究型大学图书馆学科馆员服务创新研究   总被引：5，自引：0，他引：5  

陈新艳 《图书馆论坛》2010,30(1)

从合作关系建立、用户信息环境构建、信息素养联合培养、嵌入式学科情报研究等四个方面探讨了研究型高校图书馆学科馆员创新个性化服务的途径,提出了通过优化学科馆员工作团队和分工协作机制深化学科馆员服务工作的思路.  相似文献   

"新双师"——高职教师队伍建设的新途径   总被引：7，自引：0，他引：7  

谈晓明 《鄂州大学学报》2006,13(5):61-65

该文回顾了我国高职高专教师队伍建设的历史,总结了“双师型”师资队伍建设的研究成果．重点分析了其存在的问题。针对“双师型”教师队伍建设的三大缺陷,作者首次提出了“新双师”这个新概念,作为教师队伍建设和高职实践教学的双重模式,论文对“新双师”内涵、属性、方法、途径作了简要的概述,作者认为该模式既是对传统教学模式的革命性突破,也是对“双师型”师资队伍建设的超越与提升．具有重要的现实意义和创新特色。  相似文献   

Oral Communication Skills in Higher Education: Using a Performance-Based Evaluation Rubric to Assess Communication Skills   总被引：1，自引：0，他引：1  

Norah E. Dunbar  Catherine F. Brooks  Tara Kubicka-Miller 《Innovative Higher Education》2006,31(2):115-128

This study used The Competent Speaker, a rubric developed by the National Communication Association (S. P. Morreale, M. R. Moore, K. P. Taylor, D. Surges-Tatum, & R. Hulbert-Johnson, 1993), to evaluate student performance in general education public speaking courses as a case study of student skills and programmatic assessment. Results indicate that students taking the general education public speaking course are below satisfactory standards on five of the eight competencies defined by the National Communication Association and are above satisfactory standards on two of the eight competencies. Implications for this particular program, other communication departments, and communication across the curriculum in general education are discussed. We also offer suggestions for those in other disciplines or educational settings in the use of performance evaluation rubrics for assessing other student skills/knowledge and for training new teachers.

Norah E. DunbarEmail:

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十堰市幼儿园师资建设发展刍议     

陈露  陈梅 《郧阳师范高等专科学校学报》2013,33(3):133-136

幼儿教育关乎国家和民族的发展.通过对十堰市各级各类幼儿园目前在管理、基础设施及师资队伍等方面进行调研,重点对十堰地区幼儿园目前在师资队伍建设方面存在的问题进行分析与思考并提出改进建议.  相似文献   

Strategies to enhance learning and teaching in a research-extensive university     

Christine Asmar 《International Journal for Academic Development》2013,18(1):18-30

Challenges confronting those who seek to bring about change within large organizations include the need to engage with the values and beliefs held by those involved. In universities with academic cultures that have traditionally lauded and rewarded disciplinary research, attempts to enhance the status and effectiveness of teaching and learning practices must take account of the ongoing power of the research culture. In Australia and elsewhere, prestigious research-extensive 1 universities are now seriously committed to improving the educational experience of student learners from their first year on campus. The focus on teaching and learning is buttressed by another aspect of cultural change - one which values the scholarship of teaching alongside traditional disciplinary research. To the need to re-emphasize teaching, and the need to value that teaching as a scholarly, research-based activity is added a third dimension of change - a focus on the student rather than the teacher. This paper will utilize Fullan's (1991) model for educational change in outlining strategies for change within a large research-extensive university in Australia. While it is too early to ascertain whether those strategies have effectively enhanced student learning, indications are that the strategies have had an impact on the beliefs, behaviour and teaching practice of academic staff. It is suggested that the culture of a university can and will shift given the right conditions for institutional change.  相似文献   

Overseas flying faculty teaching as a trigger for transformative professional development     

Karen Smith 《International Journal for Academic Development》2013,18(2):127-138

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Mentoring and the Changing Paradigm     

Bob Garvey 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):41-54

This study examined mentoring and organizational socialization among law faculty at American Bar Association (ABA) approved law schools. Data obtained from respondents (n = 298) captured the types of mentoring (formal or informal) occurring in law schools and faculty perceptions of the effectiveness of each type of mentoring. Comparative analysis was used to examine mentoring as an antecedent of organizational socialization by comparing senior mentored faculty to senior non‐mentored faculty, junior formally mentored faculty to junior faculty with more informal types of mentoring, male to female faculty, and majority to non‐majority faculty. Results indicated that senior mentored faculty had higher mean scores than senior non‐mentored faculty on two of the six organizational socialization subscales. However, organizational socialization differences were not significant for other comparisons. The findings regarding mentoring are discussed within the context of diversity and suggestions for future research are provided.  相似文献   

Inservice Teachers Mentoring Aspiring Teachers     

Diane D. Allen  Jeanne B. Cobb  Susan Danger 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):177-182

This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers.  相似文献   

Equal Opportunities in School‐based ITE: A view from one secondary PGCE course     

Pat Sikes 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):38-46

Evidence suggests that equal opportunities issues are neglected in schools and in HEI based initial teacher education courses. It would, therefore, seem reasonable to assume that they will continue to be neglected in school based ITE.

This paper reports the findings of a small scale investigation into what input on equal opportunities students on a one year, school based, secondary PGCE course were receiving. In essence, the findings were that although the majority of students expressed the belief that active, conscious attention to equal opportunities issues is essential for good practice, they were not given the information or guidance they felt was necessary for them to achieve this. Although some students expressed discontent with the treatment equal opportunities were given in the HEI based component of the course, schools received the bulk of the criticism for neglecting this area or for only paying it lip service.

Mentors need to give more attention to equal opportunities if future generations of school students are not to be further disadvantaged.  相似文献   

Butterfly Power in the Art of Mentoring Deaf and Hard of Hearing College Students     

Rosemary Saur  Sharon Rasmussen 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):195-209

This article describes the ways in which critical events in the lives of college students may contribute to their career development and personal well being. These critical events are referred to as 'butterflies', adopting as a metaphor that concept from chaos theory which states that relatively small events can have large effects. The study analyzes these events and their effects from the perspective of the students' mentors. Results of the study are related to other concepts from chaos theory including bifurcation points, autopoiesis and emergence. The study explores both the different kinds of critical events students experience as well as how mentoring may help students to deal with them. The role of the mentor as interpreter of events, as change agent and as intervener are identified. The article argues that mentors need to be aware of the potential power of critical events in the career development of college students.  相似文献