Strategic Ambiguity: How Pre-Tenure Faculty Negotiate the Hidden Rules of Academia     

Cate  Leandra  Ward  LaWanda W. M.  Ford  Karly S. 《Innovative Higher Education》2022,47(5):795-812

Innovative Higher Education - The tenure evaluation process is characterized by a lack of clarity and governed by unspoken rules. At the same time, while institutions have increased the presence of...  相似文献   

Teaching gender studies via open and distance learning in South Africa     

Jessica Murray  Deirdre Byrne  Leandra Koenig-Visagie 《Distance Education》2013,34(3):339-352

The University of South Africa (UNISA) has recently redesigned its honors degree in Gender Studies. The course design team members have been mindful of three key factors while redesigning this degree. First, we are aligning our course design with the demands of open and distance learning (ODL) and UNISA’s institutional move to online delivery of all teaching materials. Second, we are guided by the theoretical principles of feminist pedagogy. Third, we are committed to producing graduates who can take on the challenge of being gender change agents in a country with an escalating rate of gender-based violence. This article charts the development of the Gender Studies curricular initiative at UNISA with reference to the pedagogical insights provided by feminist scholarship on teaching, learning, and technology. We hope that our experience will provide insight into the parameters and process of creating an effective program in Gender Studies within an ODL context.  相似文献   

A randomized controlled trial of Child FIRST: a comprehensive home-based intervention translating research into early childhood practice     

Lowell DI  Carter AS  Godoy L  Paulicin B  Briggs-Gowan MJ 《Child development》2011,82(1):193-208

This randomized, controlled trial was designed to document the effectiveness of Child FIRST (Child and Family Interagency, Resource, Support, and Training), a home-based, psychotherapeutic, parent-child intervention embedded in a system of care. Multirisk urban mothers and children, ages 6-36 months (N = 157) participated. At the 12-month follow-up, Child FIRST children had improved language (odds ratio [OR] = 4.4) and externalizing symptoms (OR= 4.7) compared to Usual Care children. Child FIRST mothers had less parenting stress at the 6-month follow-up (OR = 3.0), lower psychopathology symptoms at 12-month follow-up (OR = 4.0), and less protective service involvement at 3 years postbaseline (OR = 2.1) relative to Usual Care mothers. Intervention families accessed 91% of wanted services relative to 33% among Usual Care. Thus, Child FIRST is effective with multirisk families raising young children across multiple child and parent outcomes.  相似文献