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1.
This article presents an evaluation of distance technology used in a novel Lesson Study (LS) approach involving a dispersed LS team for inter-professional purposes. A typical LS model with only school teachers as team members was modified by including university-based lecturers with the school-based teachers, using video-conferencing and online video sharing. The aim was to examine the experiences of using video-conferencing and video transfer technology to support the use of LS procedures to connect team members between schools and university. The meetings from two LS teams (primary and secondary) were recorded and analysed using a discourse analysis framework, and team members were interviewed after the LS cycle. Despite some technical difficulties, the communication between the dispersed members of the teams was largely smooth and successful. Extending LS teams and practice to include non school teachers, using distance-linking technology, can more effectively support teachers, while reducing the practical constraints of bringing other professionals into the LS team.  相似文献   

2.
One prominent approach in the exploration of the variations in project team performance has been to study two components of the aggregate personalities of the team members: conscientiousness and agreeableness. A second line of research, known as self-categorisation theory, argues that identifying as team members and the team's performance norms should substantially influence the team's performance. This paper explores the influence of both these perspectives in university software engineering project teams. Eighty students worked to complete a piece of software in small project teams during 2007 or 2008. To reduce limitations in statistical analysis, Monte Carlo simulation techniques were employed to extrapolate from the results of the original sample to a larger simulated sample (2043 cases, within 319 teams). The results emphasise the importance of taking into account personality (particularly conscientiousness), and both team identification and the team's norm of performance, in order to cultivate higher levels of performance in student software engineering project teams.  相似文献   

3.
课程建设和学习支持服务是远程教育和开放大学的两大支柱,课程开发和资源建设是由课程组完成的,学习支持服务尤其是学术支持服务则由以辅导教师为主的教学服务团队来完成。这两个团队的相对独立,导致了远程教育教学中存在着课程设计不合理、教学反馈和课程改进周期长等问题。由大教研室、中心教研组和课程组发展而来的课程教学团队,能够有效地解决以上问题。构建由首席主持、核心小组成员（含专职科研人员）、骨干成员和一般成员组成远程教育课程教学团队需要建立团队运行的动力机制、合作机制和管理机制,将为开放大学的教学队伍建设提供有益的经验。  相似文献   

4.
As universities seek to provide cost-effective, cross-cultural experiences using global virtual (GV) teams, the ‘soft’ communication skills typical of all teams, increases in importance for GV teams. Students need to be taught how to navigate through cultural issues and virtual tool issues to build strong trusting relationships with distant team members. Weekly team meetings provide an excellent opportunity to observe key team interactions that facilitate relationship and trust-building among team members. This study observed the weekly team meetings of engineering students attending two US universities and one Asian university as they collaborated as a single GV capstone GV team. In addition local team members were interviewed individually and collectively throughout the project to determine strategies that facilitated team relations and trust. Findings indicate the importance of student choice of virtual communication tools, the refining of communication practices, and specific actions to build trusting relationships. As student developed these attributes, collaboration and success was experienced on this GV team.  相似文献   

5.
In the 1970s the vicissitudes of university education were an important impetus for female students and members of staff to formulate feminist criticism on science subjects. Women's studies came into being, aiming at transforming academic scholarship and women's experience in education. Now that women's studies themselves are becoming institutionalised, new problems have developed and we need to question if science is now less of a male dominated bastion. In this article a case study is presented on the ‘trials’ and ‘tribulations’ of female university students at Wageningen Agricultural University in The Netherlands. A theoretical framework is introduced and an analysis of empirical material offered. It is apparent that female students are rather critical of their studies, although generally they do not leave the university before graduating. The university teacher emerges as a gatekeeper, holding the key of the door to the academic community, and using knowledge as a key resource.  相似文献   

6.
The Individuals with Disabilities Education Improvement Act of 2004 states that individualized education program (IEP) teams are composed of members with distinct identities, roles, expertise, and histories. Although team members must work together to implement educational and related services for learners with special needs, little is known about how these members actually accomplish this throughout the school year. This study examined the practice of members on two elementary IEP teams through analysis of data from a yearlong case study using the communities of practice (CoP) framework. Contrary to idealized conceptualizations of IEP team practice as being equitable and occurring in meetings, the practice of members on both teams was controlled by a few team members and occurred during concise exchanges throughout the day. These findings underscore opportunities for innovating the practice of IEP team members to improve services for students with special needs.  相似文献   

7.
Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members’ perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge.  相似文献   

8.
Sixty early intervention team members (30 community‐based and 30 hospital‐based) were surveyed regarding their attitudes and perceptions of teamwork. Respondents were recruited using a purposive non‐probability sampling technique and completed a packet of questionnaires consisting of a detailed demographic survey, Attitudes About Teamwork Survey, Team Performance Screening Scale, and Team Process Perception Survey. Although both community‐ and hospital‐based team members had a relatively high regard for the team process and a relatively positive view of the performance of the teams on which they served, community‐based team members had an overall higher regard for teamwork than hospital‐based team members. Community‐based team members also were more likely than hospital‐based team members to provide higher ratings on a number of key variables including support for child/family involvement as team members, the development of goals within the team meetings, and ability to work within a team environment. In comparison, hospital‐based team members rated both the internal support of the team and the extent to which they value their own efforts that contribute to the team higher than community‐based team members. Respondent themes associated with benefits (discipline collaboration), limitations (time), supports (collaboration), and recommendations (time management, communication) regarding the team process are provided.  相似文献   

9.
Research supports that school districts' prereferral consultation teams adhere less closely to quality consultation procedures and are less effective than those conducted through university research projects (e.g., Bahr, Whitten, Dieker, Kocarek, & Manson, 1999). This study investigated whether this finding might be due to incompatibilities between school settings and recommended team consultation practices. First, self-assessment surveys and case evaluation activities verified that teams in this school district-led project were not fully implementing research-recommended team consultation procedures. Then, focus group discussions verified through follow-up ratings were used to describe why the research-recommended procedures were not followed. Results suggest that school teams consider the recommended team consultation procedures to be unfamiliar, discrepant from existing staff roles, unnecessarily complex, and often inefficient. In too many cases, administrative support for team activities is inconsistent and the teams lack sufficient intervention resources to have an impact on student success. Team recommendations for improving the consultation procedures are discussed.  相似文献   

10.
Despite recent attention to shared decision making as an approach to school reform, relatively little research has been conducted on the topic, and much of that research has relied on interviews and field notes, rather than systematic observation of team functioning. This investigation integrated systematic observations and interviews. The purpose of this study was to describe the leadership behaviors exhibited by principals, team leaders, and other team members (teachers, parents, students). We defined leadership according to team member contributions to decisions (decision content, decision-making processes, and statement function, such as initiating topics and making suggestions). This investigation used a comparative case study approach to examine the shared decision-making teams from three schools during the teams' first year. Results revealed variability in leadership across the three teams. Two teams were characterized by positive group process procedures with active involvement from a number of team members. A third team was dominated by the building principal with minimal input from most team members. This team appeared to be less productive than the other two. These findings are viewed in relationship to prior research literature concerning the ambiguity of team members' roles, lack of clarity concerning the power of shared decision-making teams, and the impact of school vision. Suggestions are made for future research.  相似文献   

11.
The present study investigated the problems that team members perceive to exist on multidisciplinary teams. One hundred forty-seven team members on 40 teams from four urban school districts completed a questionnaire that presented an exhaustive listing of potential team problems. Results indicated that the two most pressing areas of concern for urban, multidisciplinary team members were: too constrictive a set of team roles and goals, and teams functioning under extensive pressure with minimal support. Strategies to reduce problems and enhance team functioning are presented.  相似文献   

12.
Increasingly, university and college counselors are sought out by their institution's sports coaches for assistance in achieving team goals. Traditional sport psychology models that have the individual athlete as their primary focus are insufficient frameworks for team‐level consultations. The authors believe that systemic approaches may provide an effective alternative. In this article, the authors offer and illustrate S. Minuchin's (1974) Structural Family Therapy as a heuristic model for conceptualizing and intervening with athletic teams.  相似文献   

13.
School?Cuniversity partnerships (SUPs) are considered a way of improving teacher education. For the successful implementation of such partnerships, cooperation between the different stakeholders is of crucial importance. Therefore, most partnerships are organised in short- and long-term teams, which are usually composed of teachers, student teachers and representatives of the university faculty. This study focused on the collaboration process of a team of modern language teachers who work and learn together in a teacher community. The aim of this study was to investigate how to design a learning environment that stimulates community development in these teams, applying the cooperative learning model of Johnson and Johnson in Learning together and alone: cooperative, competitive, and individualistic learning. Allyn and Bacon, Boston, (1999). Based on this model, design principles were developed to stimulate community development in this group. Community development was measured through observations of the meetings of the group, using the community model of Admiraal, Lockhorst and van der Pol described in this issue. The five principles found relevant in this SUP team were profiling the group as an identity, equivalent cooperation, rotating the chairperson, reflecting on the collaboration and giving feedback on the products made in the group.  相似文献   

14.
In a small section collaborative learning environment where student work teams promote mutual learning about investments, students limit the opportunity to learn from other students if they are absent from class. Absenteeism not only denies the student the opportunity to learn from others but also denies other members of the student's work team the opportunity to learn from the absent student. Other team members' absenteeism should be costly for individual performance if collaborative learning fosters learning and retention. The research finds that while absenteeism is detrimental to the student's own performance, absenteeism of other team members from team activities has a significant negative effect on both individual exam and homework scores. The conclusions validate the benefits of active learning and of encouraging attendance in collaborative learning environments in all disciplines.  相似文献   

15.
This paper reports on the cross‐disciplinary research that resulted in a decision‐support tool, Team Machine (TM), which was designed to create maximally diverse student teams. TM was used at a large United States university between 2004 and 2012, and resulted in significant improvement in the performance of student teams, superior overall balance of the teams as well as overwhelmingly favorable reactions from stakeholders. An empirical study is conducted comparing the performance of teams created by TM compared to teams manually allocated by a subject matter expert. The findings show that optimally balanced teams perform better than those created manually. TM serves as a broad‐based example of how to integrate business analytics into interactive search by conflating human judgment with algorithmic efficiency in the context of team formation. The contribution of this research to the academic community is a model and solution method which can be easily implemented to solve a very important and recurring issue faced by many MBA programs and empirical evidence of its value. The outcomes of this study include empirical evidence of increased team performance, significant administrative time savings, improvement to team diversity, and increased satisfaction from students and administrators with the team formation process.  相似文献   

16.
Surveys were administered to members of approximately 400 school-based teams participating in a statewide initiative promoting intervention-based assessment. Team members provided information about their teams' demographic characteristics, communication, leadership, and decision-making processes. Results were analyzed in terms of team features and characteristics as well as relationships between these features and several outcomes, including school faculty/staff perceptions of the acceptability of teams; ratings of school support for, and teams' mastery of, the consultative intervention-planning process; number of “traditional” multifactored evaluations conducted in the school; and actual student goal attainment. Significant relationships were found between structural and procedural aspects of team functioning and a number of these outcomes but not with student goal attainment. Results are discussed in terms of future research directions.  相似文献   

17.
This paper presents the outcomes of a study of the factors that contribute to teaching team effectiveness in situations where team members rarely meet face to face. Academic faculty within a university Business School were asked to report the degrees to which they believed that the module teaching teams to which they belonged contained members who (1) were satisfied and committed, and (2) regarded their teams as cohesive and as engaging in reliable and useful internal communications. All the teams covered by the study operated in ‘detached’ manners. Team members’ perceptions of the presence within their teams of trust, shared understanding, disparate educational orientations among participants and certain leadership styles were also examined. A model of the determinants of detached team effectiveness was constructed and tested. The respondents’ opinions vis-à-vis levels of satisfaction, commitment, cohesion and the value of internal team communications were then compared with metrics concerning student satisfaction and rates of progression on specific modules. Trust, shared understanding, differences in educational orientation among team members, conflict and the frequency of (though not the length of time spent on) communications emerged as major influences on perceptions of team effectiveness. Teams that were regarded as operating effectively appeared to be associated with higher student satisfaction and progression ratings.  相似文献   

18.
The purpose of this study was to investigate the status of school preassessment teams in a midwestem state. Specifically, the study sought to determine perceptions of actual and preferred preassessment-related team activities and preferred permanent team members. This was accomplished through a preassessment questionnaire, distributed to randomly selected state-certified general and special educators, which was designed to identify general and special educators' actual and preferred rankings of preassessment-related activities. Survey results revealed agreement between general and special educators about their preferred permanent team members. Results of this investigation are discussed relative to their relation to prior studies of preassessment teams and directions for future research.  相似文献   

19.
This study provides a systematic review on the relationships between emotional competence and team learning behaviours, with 32 studies identified as addressing these relationships within teams whose team members are interdependent in the fulfilment of their work tasks and goals. By examining the selected studies' findings, positive relationships between emotional competence and its dimensions and various team learning behaviours were identified. Focussed on emotional competence, the perception of own emotions and others’ emotions supports teams and their members by recognising the emotions that surface during teamwork, while emotional management helps teams deal with these emotions. Although emotional expressiveness as a fourth dimension hardly has been investigated, it plays a key role and is essential to the perception of emotions in a team. Expressing, perceiving and dealing with emotions within a team enables teams and their members to work openly with each other, share and create knowledge, reflect upon teamwork and discuss constructively with each other instead of against each other. Considering the different levels of measurement and analysis, this systematic review provides an in-depth insight into the relationships between emotional competence and team learning behaviours and identifies research gaps such as implications for methodological and future research as well as practical implications for organisational practitioners and teams.  相似文献   

20.
In South Africa Education White Paper 6 introduced the establishment of Institutional-Level Support Teams (ILST) at school level to support the learning and teaching process by identifying and addressing learner, teacher and institutional needs. The core priority of these teams is to implement properly co-ordinated learner and teacher support services. This paper therefore explores the effectiveness of the ILSTs in providing support services at Full-Service Schools (FSS). In this article the Rubin, Plovnick and Fry's GRPI model of team effectiveness (1977) was used to explore the effectiveness of the ILSTs in selected schools. By means of focus group interviews, data was generated from two strata, namely ILST members and district officials working directly with FSS. The study was a case study within a qualitative research design. Data was analysed using an inductive analytical framework and a group interpretive data analysis method. The results indicate some efficacy of support provision, but with numerous challenges regarding attention to the desired results, agreement on the standards and expectations, misunderstanding of the boundaries in which ILSTs operate, individual and shared responsibilities, conflict resolution, and effective methods for dealing with conflict.  相似文献   

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