Bullying of adults by adults appears to be a common experience in work, social, and even family life. Yet, historically, there has been limited empirical research on the nature of this prevalent and aberrant interpersonal style among personnel in higher education. This article presents a review of studies that reflect key issues on bullying and incivility of/by administrators, faculty, and staff in college and university settings. There is strong empirical evidence that depicts the adult bully as harboring pervasive psychopathological tendencies such as narcissism and Machiavellianism, with a propensity for exhibiting abusive, controlling, callous, condescending, domineering, coercive, and self-centered behaviors (see Piotrowski, 2015). Several hypothetical case vignettes of incivility/bullying incidents specific to the academe are offered to illustrate these tendencies, along with strategies to recognize, manage, and combat ‘bullying’ styles in interpersonal interactions in college/university settings. Official policy should designate higher education settings as a ‘No Bully Zone’.
{"title":"Bullying of Educators by Educators: Incivility in Higher Education.","authors":"Chula G. King, C. Piotrowski","doi":"10.19030/CIER.V8I4.9434","DOIUrl":"https://doi.org/10.19030/CIER.V8I4.9434","url":null,"abstract":"Bullying of adults by adults appears to be a common experience in work, social, and even family life. Yet, historically, there has been limited empirical research on the nature of this prevalent and aberrant interpersonal style among personnel in higher education. This article presents a review of studies that reflect key issues on bullying and incivility of/by administrators, faculty, and staff in college and university settings. There is strong empirical evidence that depicts the adult bully as harboring pervasive psychopathological tendencies such as narcissism and Machiavellianism, with a propensity for exhibiting abusive, controlling, callous, condescending, domineering, coercive, and self-centered behaviors (see Piotrowski, 2015). Several hypothetical case vignettes of incivility/bullying incidents specific to the academe are offered to illustrate these tendencies, along with strategies to recognize, manage, and combat ‘bullying’ styles in interpersonal interactions in college/university settings. Official policy should designate higher education settings as a ‘No Bully Zone’.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"35 1","pages":"257-262"},"PeriodicalIF":0.0,"publicationDate":"2015-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81570193","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}
The purpose of this study was to investigate the competencies of culturally responsive teaching and construct a Culturally Responsive Teacher Preparedness Scale (CRTPS) for the use of teacher preparation programs and preservice teachers. Competencies listed in the scale were identified through literature reviews and input from experts. The preparedness scale was created through an exploratory factor analysis. According to the factor analysis, there were three factors for CRTPS: curriculum and instruction, relationship and expectation establishment, and group belonging formation. The scale is well supported by psychometric analysis including factor loadings, internal consistency, and testing fairness with gender and race. Limitations and conclusions were made for the use of this scale.
{"title":"The Culturally Responsive Teacher Preparedness Scale: An Exploratory Study.","authors":"Yun-Ju Hsiao","doi":"10.19030/CIER.V8I4.9432","DOIUrl":"https://doi.org/10.19030/CIER.V8I4.9432","url":null,"abstract":"The purpose of this study was to investigate the competencies of culturally responsive teaching and construct a Culturally Responsive Teacher Preparedness Scale (CRTPS) for the use of teacher preparation programs and preservice teachers. Competencies listed in the scale were identified through literature reviews and input from experts. The preparedness scale was created through an exploratory factor analysis. According to the factor analysis, there were three factors for CRTPS: curriculum and instruction, relationship and expectation establishment, and group belonging formation. The scale is well supported by psychometric analysis including factor loadings, internal consistency, and testing fairness with gender and race. Limitations and conclusions were made for the use of this scale.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"8 3 1","pages":"241-250"},"PeriodicalIF":0.0,"publicationDate":"2015-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77600730","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}
S. Shaha, Kelly F. Glassett, Aimee Copas, Heather Ellsworth
Title I students remain among the most challenging population for achieving significant gains in academic performance and standardized test scores. This multi-state, quasi-experimental, pre-versus-post study reflects the comparative Title I gains for math and reading scores for teachers participating in an online, on-demand professional development program school-wide versus non-participating Title I in their respective districts as benchmarks. Average Title I gains in reading were 4.8% (p<.001) versus 0.1% (ns) in the non-participating Title I schools. For math scores, non-participating Title I schools in the districts saw a decline of 5.9% (p<.001), while Title I schools participating in the professional development experienced a gain of 7.3% (p<.001). Conclusions are that significant advantages for Title I students are achieved when teachers participate actively in such a high impact, high accessibility professional development program.
{"title":"Title I Schools: The Student-Based Impact Of Online, On-Demand Professional Development On Educators","authors":"S. Shaha, Kelly F. Glassett, Aimee Copas, Heather Ellsworth","doi":"10.19030/CIER.V8I4.9430","DOIUrl":"https://doi.org/10.19030/CIER.V8I4.9430","url":null,"abstract":"Title I students remain among the most challenging population for achieving significant gains in academic performance and standardized test scores. This multi-state, quasi-experimental, pre-versus-post study reflects the comparative Title I gains for math and reading scores for teachers participating in an online, on-demand professional development program school-wide versus non-participating Title I in their respective districts as benchmarks. Average Title I gains in reading were 4.8% (p<.001) versus 0.1% (ns) in the non-participating Title I schools. For math scores, non-participating Title I schools in the districts saw a decline of 5.9% (p<.001), while Title I schools participating in the professional development experienced a gain of 7.3% (p<.001). Conclusions are that significant advantages for Title I students are achieved when teachers participate actively in such a high impact, high accessibility professional development program.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"4 1 1","pages":"227-234"},"PeriodicalIF":0.0,"publicationDate":"2015-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81968275","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}
As the growth of online education offered by universities accelerates and spreads, universities are increasingly grappling with concerns related to widespread availability and the maintenance of academic quality. The Quality Matters at Southeastern Program fosters quality through a peer review process and offers a certification process to help assure quality in the Universitys online and blended course offerings. This report is a look at perceived impacts of the internal certification process by faculty.
{"title":"Assuring Quality in Online Offerings: Insights from a University's Faculty.","authors":"C. Budden, H. Budden, Michelle Hall, D. Longman","doi":"10.19030/CIER.V8I4.9429","DOIUrl":"https://doi.org/10.19030/CIER.V8I4.9429","url":null,"abstract":"As the growth of online education offered by universities accelerates and spreads, universities are increasingly grappling with concerns related to widespread availability and the maintenance of academic quality. The Quality Matters at Southeastern Program fosters quality through a peer review process and offers a certification process to help assure quality in the Universitys online and blended course offerings. This report is a look at perceived impacts of the internal certification process by faculty.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"14 1","pages":"223-226"},"PeriodicalIF":0.0,"publicationDate":"2015-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73686023","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}
This paper identifies those factors that led to American Association of University Professors (AAUP) representation at the nation’s oldest degree-granting Historically Black College University (HBCU). In the span of 18 months, Lincoln Faculty overwhelmingly embraced unionism when the body agreed to have AAUP as its official agent in the collective bargaining process. While the decision to organize presented some difficulties, securing and maintaining faculty voice in campus decision-making was fraught with challenges. That struggle continues today.
{"title":"Shared Governance At Lincoln University: An Elusive Quarry","authors":"J. Deboy","doi":"10.19030/CIER.V8I4.9431","DOIUrl":"https://doi.org/10.19030/CIER.V8I4.9431","url":null,"abstract":"This paper identifies those factors that led to American Association of University Professors (AAUP) representation at the nation’s oldest degree-granting Historically Black College University (HBCU). In the span of 18 months, Lincoln Faculty overwhelmingly embraced unionism when the body agreed to have AAUP as its official agent in the collective bargaining process. While the decision to organize presented some difficulties, securing and maintaining faculty voice in campus decision-making was fraught with challenges. That struggle continues today.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"98 1","pages":"235-240"},"PeriodicalIF":0.0,"publicationDate":"2015-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74051946","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}
This research paper presents lecturers experience of using social media in higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about lecturers experience of using social media in higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by frequency and percentage. The research results are as follows: 1) A slight majority of the lecturers were male. The largest age group was 3035 years old. The most commonly held highest degree was a Masters. The most common academic position they held was lecturer. The largest group was in the Department of Educational Technology and Communications. They had monthly incomes of 30,000 THB and over. They had experience of using social media, namely, Facebook, mostly through internet use on devices such as notebooks and desktops. 2) A majority of the lecturers had some experience using social media in higher education courses, mostly Facebook. However, they did not have teaching experience using social media in courses. The devices they used for facilitating social media use in courses were notebooks and desktops. Learners role in using social media in courses was searching. Lecturers roles were posting or creating, and commenting. Social media use in the courses was part of a blended approach that employed both regular and online instruction. The lecturers always searched for information and studied hard by themselves to cope with the problems of social media use in their courses and to enhance their skills in using social media in courses effectively.
{"title":"Lecturers Experience Of Using Social Media In Higher Education Courses","authors":"Thapanee Seechaliao","doi":"10.19030/CIER.V8I4.9427","DOIUrl":"https://doi.org/10.19030/CIER.V8I4.9427","url":null,"abstract":"This research paper presents lecturers experience of using social media in higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about lecturers experience of using social media in higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by frequency and percentage. The research results are as follows: 1) A slight majority of the lecturers were male. The largest age group was 3035 years old. The most commonly held highest degree was a Masters. The most common academic position they held was lecturer. The largest group was in the Department of Educational Technology and Communications. They had monthly incomes of 30,000 THB and over. They had experience of using social media, namely, Facebook, mostly through internet use on devices such as notebooks and desktops. 2) A majority of the lecturers had some experience using social media in higher education courses, mostly Facebook. However, they did not have teaching experience using social media in courses. The devices they used for facilitating social media use in courses were notebooks and desktops. Learners role in using social media in courses was searching. Lecturers roles were posting or creating, and commenting. Social media use in the courses was part of a blended approach that employed both regular and online instruction. The lecturers always searched for information and studied hard by themselves to cope with the problems of social media use in their courses and to enhance their skills in using social media in courses effectively.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"40 1","pages":"215-222"},"PeriodicalIF":0.0,"publicationDate":"2015-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78971218","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}
This study examines the attitudes of students on the use of PowerPoint and chalk/white boards in college science lecture classes. Students were asked to complete a survey regarding their experiences with PowerPoint and chalk/white boards in their science classes. Both multiplechoice and short answer questions were used. The multiple-choice questions were analyzed quantitatively. The short answer questions were coded into similar groups qualitatively and then recoded quantitatively in order to best compare data. The students report that the majority of presentations in their college science classes use PowerPoint. Their responses show that they clearly prefer the use of chalk/white boards and overwhelmingly say that PowerPoint does not keep their attention in comparison.
{"title":"Pointing with Power or Creating with Chalk.","authors":"Sasha R. Rudow, J. Finck","doi":"10.19030/CIER.V8I3.9344","DOIUrl":"https://doi.org/10.19030/CIER.V8I3.9344","url":null,"abstract":"This study examines the attitudes of students on the use of PowerPoint and chalk/white boards in college science lecture classes. Students were asked to complete a survey regarding their experiences with PowerPoint and chalk/white boards in their science classes. Both multiplechoice and short answer questions were used. The multiple-choice questions were analyzed quantitatively. The short answer questions were coded into similar groups qualitatively and then recoded quantitatively in order to best compare data. The students report that the majority of presentations in their college science classes use PowerPoint. Their responses show that they clearly prefer the use of chalk/white boards and overwhelmingly say that PowerPoint does not keep their attention in comparison.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"30 1","pages":"123-134"},"PeriodicalIF":0.0,"publicationDate":"2015-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90919061","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}
Cyberbullying is a concern for any college or university. Digital harassment incidents are featured daily in the news. The authors of this study examine the perceptions of students on cyberbullying at a major metropolitan university. From the findings of a student survey, the authors learn of high levels of perceptions on incidents as an issue but low levels of perceptions on institutional methods of response and sensitivity at the university. This study will be beneficial as cyberbullying is considered an issue more frequent in high schools than in colleges and universities. 1
{"title":"A Comprehensive Survey On Student Perceptions Of Cyberbullying At A Major Metropolitan University","authors":"J. Lawler, J. Molluzzo","doi":"10.19030/CIER.V8I3.9347","DOIUrl":"https://doi.org/10.19030/CIER.V8I3.9347","url":null,"abstract":"Cyberbullying is a concern for any college or university. Digital harassment incidents are featured daily in the news. The authors of this study examine the perceptions of students on cyberbullying at a major metropolitan university. From the findings of a student survey, the authors learn of high levels of perceptions on incidents as an issue but low levels of perceptions on institutional methods of response and sensitivity at the university. This study will be beneficial as cyberbullying is considered an issue more frequent in high schools than in colleges and universities. 1","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"60 1","pages":"159-170"},"PeriodicalIF":0.0,"publicationDate":"2015-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85998262","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}
Irene Duranczyk, Jennifer M. Franko, Shade Osifuye, Amy Barton, Jeanne L. Higbee
Mentoring and advising are critical aspects of the graduate student experience, and can have a significant impact on the professional lives of future postsecondary faculty and staff and a rippling effect throughout higher education and the global economy. This paper describes the process a new department undertook to create a graduate program that puts the inclusion and success of students first.
{"title":"Creating a Model for Graduate Student Inclusion and Success.","authors":"Irene Duranczyk, Jennifer M. Franko, Shade Osifuye, Amy Barton, Jeanne L. Higbee","doi":"10.19030/CIER.V8I3.9346","DOIUrl":"https://doi.org/10.19030/CIER.V8I3.9346","url":null,"abstract":"Mentoring and advising are critical aspects of the graduate student experience, and can have a significant impact on the professional lives of future postsecondary faculty and staff and a rippling effect throughout higher education and the global economy. This paper describes the process a new department undertook to create a graduate program that puts the inclusion and success of students first.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"51 1","pages":"147-158"},"PeriodicalIF":0.0,"publicationDate":"2015-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79797822","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}
1 Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was collected by using “The revised two-factor Study Process Questionnaire” developed by Biggs, Kember, and Leung (2001) and adapted to Turkish by Yilmaz (2009), “The Academic Motivation Scale” developed by Vallerand et al. (1992) and adapted to Turkish byEymur and Geban (2011), and “The Personal Information Form”. It was found that there is not a relationship between academic success and learning approaches. There was no significant correlation between academic success and academic motivation. Academic motivation and learning approaches were correlated (r=.258). Academic motivation and learning approaches, together, explained academic success (.078).
我们的目的是确定学习方法和学习动机是否能共同预测课堂教学学生的学业成功。本研究的样本包括在Canakkale 18 Mart大学课堂教学部学习的536名学生(女386名，男150名)。我们的研究被设计成一项预测研究。数据收集方法包括Biggs, Kember, and Leung (2001) (Yilmaz(2009))(土耳其语)、Vallerand等人(1992)(yeymur和Geban(2011))(土耳其语)、“个人信息表”(The Personal Information Form)(修订的双因素研究过程问卷)。研究发现，学业成功和学习方法之间没有关系。学业成功与学业动机之间无显著相关。学习动机与学习方法相关(r= 0.258)。学习动机和学习方法共同解释了学业成功(0.078)。
{"title":"Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students.","authors":"B. Çetin","doi":"10.19030/CIER.V8I3.9316","DOIUrl":"https://doi.org/10.19030/CIER.V8I3.9316","url":null,"abstract":"1 Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was collected by using “The revised two-factor Study Process Questionnaire” developed by Biggs, Kember, and Leung (2001) and adapted to Turkish by Yilmaz (2009), “The Academic Motivation Scale” developed by Vallerand et al. (1992) and adapted to Turkish byEymur and Geban (2011), and “The Personal Information Form”. It was found that there is not a relationship between academic success and learning approaches. There was no significant correlation between academic success and academic motivation. Academic motivation and learning approaches were correlated (r=.258). Academic motivation and learning approaches, together, explained academic success (.078).","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"141 1","pages":"171-180"},"PeriodicalIF":0.0,"publicationDate":"2015-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80418661","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}
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