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2. Preservice Teachers' Expectations of Faculty

Author

Quast, Julie and Mills, Julie J. Williams

Abstract

Using a qualitative approach, we explored preservice teachers' expectations of their professor in an educational technology course. An open-ended survey was given to students who were asked to describe their expectations for the professor in the course. Based on the survey data, students expected the professor to be patient, supportive, and a clear communicator. The participants also expressed a need for a safe classroom environment and hoped to learn from their professor. Understanding the students' expectations of instructors can help instructors meet the needs of their learners.

Published
2020

5. Assisting Academics to Identify Computer Generated Writing

Author

Abd-Elaal, El-Say, Gamage, Sithara H. P. W., and Mills, Julie E.

Abstract

Authentic writing is an important aspect in education and research. Unfortunately, academic misconduct occurs among students and researchers. Consequently, written articles undergo certain detection measures and most teaching and research institutions use a range of software to detect plagiarism. However, state-of-the-art Automatic Article Generator (AAG) writing powered by Artificial Intelligence provides a new platform for new types of serious academic misconduct that cannot be easily detected and even if they are detected, can be hard to prove. The main objective of this study is to raise awareness of these tools among academics. This paper first explains the features of AAG writing, then investigates whether academics can distinguish AAG writing from human writing and whether raising the awareness of AAG between academics can improve their ability to detect AAG writing. A case study showed how difficult it is for academics with no knowledge of AAGs to identify this writing. A survey was used to indicate how a training session can improve the ability of detecting AAG writing. The results show that raising awareness training increased the academics' ability to detect AAG writing. Lastly, the possible solutions to mitigate the academic integrity issues associated with AAG writing have been discussed.

Published
2022
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16. Evaluation of Implementation of Massachusetts Sports Concussion Regulations: Results of Focus Groups with School Nurses and Athletic Trainers

Author

Howland, Jonathan, Hackman, Holly, Taylor, Alyssa, Brown, Linda, Gapinski, Mary Ann, Mills, Julie Kautz, and Thornton, Kathleen

Abstract

In 2015, the Massachusetts Department of Public Health conducted focus groups with school nurses (SNs) and athletic trainers (ATs) from Massachusetts middle and high schools to assess implementation of legislated regulations relative to the management of students' head injuries incurred during extracurricular sports. Four tape-recorded focus groups were conducted by experienced facilitators. Lists of themes were synthesized by investigators for each focus group. Participating SNs and ATs supported the sports concussion legislation, felt that implementation had gone well, indicated that the law empowered them in managing return-to-school/play for students with concussion, and experienced support from their school administrators. Some SNs reported that they had applied relevant procedures to all students with head injuries, regardless of how or where the injury occurred. Challenges identified included protocols for away games, inconsistent concussion care by physicians, and a need for teacher education. Further research is required to quantify these findings.

Published
2018
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18. Pre-stressed Segmental Retaining Walls (PSRWs)

Author

Hassanli, Reza, Karim, Md Rajibul, Rahman, Md Mizanur, Kamalzadeh, Arman, Mills, Julie, Javadi, Mehdi, Shehata, Hany Farouk, Editor-in-Chief, El-Zahaby, Khalid M., Advisory Editor, Chen, Dar Hao, Advisory Editor, Meguid, Mohamed, editor, Guler, Erol, editor, and Giroud, J. P., editor

Published
2019
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39. Improving the management of prison-based education staff through an examination of multi-agency psychological contracts

Author

Mills, Julie

Subjects
365.660683
Abstract

This study is set in the context of prison education. Contracted-out employment arrangements are becoming increasingly common and prison education services were put out to tender in 1993. Currently 27 contractors are responsible for education provision within the 138 state run prisons in England and Wales. One consequence of this employment arrangement is that prison-based education staff, working often exclusively within a prison, are employed by an organisation that is not necessarily geographically close to the prison in which they work. This study explores this employment relationship in the context of the psychological contract through investigating the contents of the psychological contracts of prison-based education staff perceived with their employer and with the host prison. Eighty-five semi-structured interviews, carried out across eleven prisons, used the critical incident technique to uncover prison-based education staff's perceptions of the obligations owed to them by their employer and by the host prison along with their perceptions of the obligations owed by themselves to their employer and to the host prison. Content analysis was carried out on the interview transcripts to reveal a hybrid psychological contract including relational and transactional items with both the employer and the host prison. The results suggest that prison-based education teams develop a strong sense of team identity and demonstrate their commitment to the team through pro-social behaviour in the form of team citizenship. There is also evidence that suggests prison-based education teams operate in a culture of intergroup differentiation which has implications for the way in which prison-education teams are managed. The academic contributions made by the study along with strategic implications for organisations employing prison-based education teams are discussed and recommendations for practice, both strategic and operational are made.

Published
2006
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