Contemporary issues in education research (Littleton, Colo.)最新文献_第4页

Organizational Justice in Higher Education: Perceptions of Taiwanese Professors and Staffs. 高等教育组织公平:台湾教授与教职员的看法。

Contemporary issues in education research (Littleton, Colo.) Pub Date : 2017-09-29 DOI: 10.19030/CIER.V10I4.10037

J. Yang, Ilhong Cho

{"title":"Organizational Justice in Higher Education: Perceptions of Taiwanese Professors and Staffs.","authors":"J. Yang, Ilhong Cho","doi":"10.19030/CIER.V10I4.10037","DOIUrl":"https://doi.org/10.19030/CIER.V10I4.10037","url":null,"abstract":"Higher education in Asia is becoming more prominent according to Western higher education researchers, but it is also being influenced by globalization, resulting in two types of structural inequality in higher education. Organizational justice relates to positive developments of educational organizations. It refers to the sense of fairness and equality on aspects of organization policies and regulations relating to individual interests perceived by organizations’ internal members. This research first reviews the related literature to identify internal factors in the concept of organizational justice in higher education. The author designed a survey questionnaire to assess professors’ perceptions of organizational justice at their universities. The author sent out the questionnaires to Taiwanese professors with different research expertise at different universities. This research divided organizational justice into distributive justice, procedure justice, interpersonal justice, and information justice. Ultimately, 180 valid questionnaires were collected and analyzed. Four background variables (gender, age, position, and institutional type) showed statistical correlations with organizational justice in Taiwan’s higher education institutions.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"57 1","pages":"231-240"},"PeriodicalIF":0.0,"publicationDate":"2017-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80158553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Online, blended and technology-enhanced learning: tools to facilitate community college student success in the digitally-driven workplace 在线、混合和技术增强学习:促进社区大学生在数字驱动的工作场所取得成功的工具

Contemporary issues in education research (Littleton, Colo.) Pub Date : 2017-09-29 DOI: 10.19030/CIER.V10I4.10039

D. Levy

引用次数: 23

Cohort-Specific Online Discussion Experiences: A Collaborative and Multidisciplinary Approach to Improving Student Learning. 特定群组的线上讨论经验:一种合作与多学科的方法来改善学生的学习。

Contemporary issues in education research (Littleton, Colo.) Pub Date : 2017-09-29 DOI: 10.19030/CIER.V10I4.10038

A. Selhorst, Eric Klein, J. Harrison

引用次数: 2

Keeping the Physical Educator "Connected" an Examination of Comfort Level, Usage and Professional Development Available for Technology Integration in the Curricular Area of Physical Education. 保持体育工作者的“联系”——对体育课程领域技术整合的舒适度、使用和专业发展的考察。

Contemporary issues in education research (Littleton, Colo.) Pub Date : 2017-09-29 DOI: 10.19030/cier.v10i4.10036

Megan Adkins, M. Bice, Vicki Worrell, Nita Unruh

引用次数: 0

Developments In Stem Educators’ Preparedness For English Language Learners In The United States 美国Stem教育工作者为英语学习者准备的发展

Contemporary issues in education research (Littleton, Colo.) Pub Date : 2017-09-06 DOI: 10.19030/CIER.V11I4.10211

Keith R. Besterman, J. Ernst, T. Williams

{"title":"Developments In Stem Educators’ Preparedness For English Language Learners In The United States","authors":"Keith R. Besterman, J. Ernst, T. Williams","doi":"10.19030/CIER.V11I4.10211","DOIUrl":"https://doi.org/10.19030/CIER.V11I4.10211","url":null,"abstract":"In the United States, the population of students classified as English Language Learners (ELLs) in K-12 education has increased in recent decades. As a result, teachers outside of specialized linguistic courses have needed to adapt their instruction to better meet the needs of these students. This exploratory study investigates potential indicators of Science, Technology, Engineering, and Mathematics (STEM) teachers’ preparedness to work with ELLs, in comparison with the rates of ELLs in STEM courses. \u0000 \u0000Data for this study were obtained from the national restricted-access datasets of the 2007-2008 and 2011-2012 School and Staffing Survey (SASS) Teacher Questionnaire (TQ). STEM teachers’ participation in ELL-focused professional development activities, credentialing related to ELLs, and ELL populations in STEM teachers’ courses were analyzed to quantify changes in these measures over time and among the STEM disciplines. Regional analysis of STEM teacher populations and ELL populations in STEM classes was also conducted to examine how these factors differed across the United States. \u0000 \u0000Analyses of these data indicated increases in the percentage of STEM teachers who have ELLs in their service loads and in the average number of ELLs in teacher service loads; these trends were present in all U.S. regions and in all STEM disciplines. However, the total number of STEM teachers who participated in ELL-focused professional development activities increased only slightly over the four-year span. To effectively teach the growing ELL student population, STEM teachers must develop the skills and approaches necessary to educate and engage these students.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46309872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Faraday’s Principle And Air Travel In The Introductory Labs 法拉第原理和介绍性实验室中的航空旅行

Contemporary issues in education research (Littleton, Colo.) Pub Date : 2017-06-30 DOI: 10.19030/CIER.V10I3.9984

Wathiq Abdul-Razzaq, S. C. Thakur

引用次数: 0

The Human Element of Project Management. 项目管理中的人的因素。

Contemporary issues in education research (Littleton, Colo.) Pub Date : 2017-06-30 DOI: 10.19030/CIER.V10I3.9979

Sharlett Gillard

引用次数: 2

The Level Of Possession Of The Students At The Hashemite University Of Professional And Family Counseling Skills In Light Of Achievement And Gender Variables 哈希姆大学学生专业和家庭咨询技能的拥有水平:基于成绩和性别变量

Contemporary issues in education research (Littleton, Colo.) Pub Date : 2017-06-30 DOI: 10.19030/CIER.V10I3.9987

Bassam H. Alharbi, Fatin A. Mhaidat

引用次数: 0

Influencing Positive Outcomes for Troubled Youth. 影响问题青少年的积极结果。

Contemporary issues in education research (Littleton, Colo.) Pub Date : 2017-06-30 DOI: 10.19030/CIER.V10I3.9978

Diane Haggis

{"title":"Influencing Positive Outcomes for Troubled Youth.","authors":"Diane Haggis","doi":"10.19030/CIER.V10I3.9978","DOIUrl":"https://doi.org/10.19030/CIER.V10I3.9978","url":null,"abstract":"The BHB Theory (Haggis, 2011) is based on an empirical case study that examined teachers’ perceptions of what they do in their educational settings to create a positive learning environment for troubled youth in their classrooms. Research - including this study - indicates a need for transformational change in how teachers interrelate with students in education environments intended for at risk-youth. Traditionally, approaches to working with troubled youth have been punitive in design. Research indicates that this approach is counterproductive and that teachers have the opportunity to build capacity for success with at risk-youth through the use of peers; building social competencies; role modeling; relationship building; setting high expectations and fostering student strengths. Understanding what effective teachers working with troubled youth do to create a positive learning environment in their classrooms is critical for identifying factors that influence a positive outcome for students in such programs. The descriptive case study described utilized a mixed methods approach using teachers within two residential schools. The BHB study’s data analysis discovered that there was significant agreement among the teacher participants of the study about factors perceived as strongly influential in creating a positive learning environment for their students. Consistent with prior research, these factors included providing a classroom atmosphere that supports positive peer relationships, setting high expectations for student success, encouraging students to take responsibility for their own actions, strong relationship building and generating an environment of trust and respect. Recommendations for strengthening teacher practice are offered.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"37 11","pages":"179-184"},"PeriodicalIF":0.0,"publicationDate":"2017-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72542237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Researching Student Motivation. 研究学生动机。

Contemporary issues in education research (Littleton, Colo.) Pub Date : 2017-06-30 DOI: 10.19030/CIER.V10I3.9985

S. Alkaabi, Warda Alkaabi, G. Vyver

引用次数: 24