排序方式： 共有22条查询结果，搜索用时 31 毫秒
1.
2.
3.
ABSTRACT This study seeks to understand the relationship between observable characteristics of schools operated by education management organizations (EMOs) and their organizational attributes. Most of the prior research on the relationship between EMO-operated schools and neighborhood and school sociodemographic characteristics considers the effect of organizational type in isolation without regard to scale or size. We contribute to the literature by using organizational behavior theory on nonprofit and for-profit sectors to explore how EMOs by sector and size might differentiate themselves from their competitors through instructional or curricular themes. Combining the effect of profit status, large EMOs are more oriented toward traditional curricula, while medium-small EMOs tend to focus on vocational curricula. After accounting for organizational size, the presence of medium-small EMOs contributes to higher odds of nonprofit EMOs and for-profit EMOs embracing progressive curriculum. Controlling for profit status, the presence of for-profit EMOs is more likely to increase the probability of both large EMOs and medium-small EMOs adopting alternative curriculum. To our knowledge, this is the first multistate study of EMO-operated schools that involves a comprehensive examination of differentiated curricula along the dimensions of organizational sector and size. 相似文献
4.
Many universities, recognizing the student as the main consumer of college instruction, have begun to seek his views regarding the quality of teaching. In this study the Israeli student's concept of a good teacher has been investigated. A sample of second year university students were asked to select the three most important characteristics of a good teacher from a list of fifteen.It was shown that students attached primary importance to method of instruction. Of secondary importance was the teacher's ability to spark intellectual growth. Research talents, personality, and academic status were of relatively little concern. Social science, life science, law and medical students all concurred in emphasizing the importance of the teacher's ability to communicate ideas, whereas humanities students stressed his ability to stimulate thinking.It appears that undergraduate students rate teachers by their ability to transmit knowledge rather than according to the university's criteria of research and publication.The concepts good teacher and effective instruction are used interchangeably in this article, although they are not identical. 相似文献
5.
In spite of the abundance of publications describing university faculty development programs and activities, little is known about the effectiveness of such programs on specific disciplines or subject areas. The fact that differences have been identified in the dimensions on which students of different university departments rate their teachers suggests that instructors of different departments need different types of programs for teaching improvement. This article describes a study that has looked into methods for improving instruction of university physics full professors with many years of teaching experience. Two methods for this aim were examined for effectiveness: a workshop and individualized consultation, both augmenting students' midterm ratings of their instructors. Analysis of pre- and postworkshop questionnaires reveals impressive improvement on the majority of items, particularly those of specific teaching techniques discussed in the workshop, but not on the global ratings of the teacher. The special consultation procedure has been shown to bring about substantial increase on overall teaching performance. We conclude that veteran teachers are often unable to improve significantly their overall teaching performance when provided with midterm feedback from students' questionnaires or when participating in a workshop for teaching improvement. Improving their instruction requires substantial and continuous expert consultation as well as investing substantial time and efforts of their own. 相似文献
6.
Anca M. Miron Susan H. McFadden Amanda S. Nazario Jennifer Buelow 《Educational gerontology》2017,43(9):468-479
Past work has documented the detrimental psychological and health outcomes of negative age stereotypes and dehumanization of older adults. We investigated the role of perspective taking in enhancing positive perceptions of humanness of older individuals with dementia. To manipulate perspective taking, participants either imagined the situation of an older woman with dementia (n = 35), remained objective and detached (n = 37), or received no instructions (n = 35). We measured evidence of impairments of humanness needed to conclude personhood loss for the woman with dementia (i.e., humanness standards). Compared to stay-objective participants, imagine-other and no-instructions participants asked for more evidence of impairments of uniquely human characteristics, but not of human nature characteristics, in order to conclude personhood loss for the woman with dementia. Empathic concern for the woman with dementia mediated this effect. We discuss the importance of studying perceptions of personhood of those with dementia with a focus on the person with dementia and his or her social and personal connections with others. Strategies for developing and maintaining healthy relationships with persons with dementia based on active perspective taking are also discussed. 相似文献
7.
ABSTRACT Presented is a discussion of the trend toward educational integration of persons with handicaps and a review of some of the concepts and definitions relevant to this pursuit. Persons with handicaps have systematically been denied their human rights and privileges throughout history. Today the main issue in education for persons with handicaps is integration, which is a means by which to forward the goals of normalization. Education for persons with handicaps, if we consider the philosophy of normalization, and adhere to the notion of educational integration, should reflect and be based upon extensive interaction among pupils with handicaps, their teachers, support staff, peers and families. 相似文献
8.
Abstract This paper deals with educational provision for persons with handicaps and the trend toward educational integration. The cases of Japan, the USA and Sweden are considered and compared. While the development of treatment for persons with handicaps is not very different among these three countries, there are obvious differences in the implementation and acceptance of integration among them. Sweden seems to have adapted best to the philosophy of normalization and the process of integration, while in Japan, and to a lesser extent the USA, the debate and conflict that arose with their introduction and development was much more intense and remains heated even today. 相似文献
9.
This is an empirical investigation of student attitudes towards evaluation of instruction questionnaires. A 13-item attitude questionnaire was administered to 440 students in the Schools of Law and Engineering at Tel-Aviv University. Results indicated that students generally considered evaluation of instruction of value and were willing to participate in subsequent evaluations. They felt their evaluations were significant in influencing faculty promotion and selection; however, they were uncertain of their effect on improving the level of instruction. Criteria relevant for evaluation were the course work-load and instructor's grading policy; the instructor's academic status or talent for entertaining was of little importance. Students' academic expectations or self-definition made little significant difference either in attitude toward evaluations or in choice of rating criteria. However, students with high academic expectations were less ready to make evaluations, were unsure whether evaluation was part of the students' domain, and granted greater weight to the instructor's rank - all of which could indicate their identification with the norms of the academic world. 相似文献
10.
This paper reports a case study on Maneesha Rai, a Nepalese girl living in Hong Kong and an “out of school” student. Based on in-depth interviews, a case was constructed of her previous school days and current “out of school” days. These provided a vivid picture of her life and several themes were created using schema analysis that help explain the reasons for her “dropping out” of school after Form Five. It has been common to attribute school failure for ethnic minority students in Hong Kong to problems with Chinese language education. Yet Maneesha’s case study shows that her experience of failure in other subjects such as Mathematics and Science contributed to her lack of successful schooling. Maneesha’s school failure was more than simply a consequence of academic failure. Rather, there were many other interrelated factors such as peer and community factors, dropout history in the family, racism, differences in schooling culture found that contributed to her school failure. In addition, Maneesha, like many of her ethnic minority friends, enjoyed the freedom afforded her in Hong Kong, but it seemed such freedom also meant inadequate attention from her teachers. 相似文献