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1.
George Boak 《Action Learning: Research and Practice》2016,13(2):101-117
This paper is based on a study of learning processes within 35 healthcare therapy teams that took action to improve their services. The published research on team learning is introduced, and the paper suggests it is an activity that has similarities with action research and with those forms of action learning where teams address collective problems to enhance organisational performance. The paper proposes factors within the teams and in the teams’ environments that enabled team learning, in particular, within the team, the behaviours of team leaders to encourage learning, communication, planning, action and review, and in the teams’ environments, the behaviour of senior managers and other stakeholders in positions of authority, access to effective information systems, and the availability of a modest amount of resource to enable team learning. 相似文献
2.
Theda Ann Thomas 《Assessment & Evaluation in Higher Education》2014,39(4):479-495
Employers want students who are able to work effectively as members of a team, and expect universities to develop this ability in their graduates. This paper proposes a framework for a collaborative writing assignment that specifically develops students’ ability to work in teams. The framework has been tested using two iterations of an action research project, with this paper focusing on the second iteration. The paper provides detailed information on how the framework was implemented, and then reports on the students’ perceptions of their learning about teamwork. 相似文献
3.
Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers
The present study investigates the emotional experience, expression, and regulation processes of high-quality Japanese elementary school teachers while they interact with children, in terms of teachers’ emotional competence. Qualitative analysis of interview data demonstrated that teachers had various emotional experiences including self-elicited negative emotions. The major expression patterns were identified as direct staging and the suppression of emotions. Teachers considered emotion expression in front of children as a skill, and their emotion regulation processes involved considering various purposes, appropriately using emotion expression, and ideal teacher images. The findings suggest that high-quality teachers effectively use emotional competence in teaching. 相似文献
4.
Chin‐Min Hsiung Shi‐Jer Lou Chi‐Chang Lin Pei‐Ling Wang 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):125-135
In cooperative learning, students work together as a team to maximize the academic success of all the team members. The failure of even a single member can compromise the success of the entire team. Thus, to evaluate the functioning of the team reliably, it is necessary to consider both the performance of the individual team members and the interactions among them. In this study, a method was developed for identifying dysfunctional teams and troubled individuals by examining the correlation between the team scores obtained in sequential tests and the correlation between the scores obtained by the different team members. The effectiveness of the proposed method was evaluated via field experiments. Forty‐eight students were randomly assigned to cooperative learning teams and their learning performance assessed by four‐unit tests. The results indicated that the proposed method can identify the most troubled individuals in a team even when the team performance/grouping information is not taken explicitly into account. Furthermore, when the team information is considered, the method can identify both the dysfunctional teams and the troubled individuals within the teams. Therefore, the proposed method provides a useful basis for the development of computer‐assisted solutions for assessing the performance of cooperative learning teams. 相似文献
5.
Emmanouil Kaldis Konstantinos Koukoravas Christos Tjortjis 《Decision Sciences Journal of Innovative Education》2007,5(2):245-266
This article examines student teamwork in the academic field from a structural perspective. Student teams are often prearranged and then left to organize themselves and get on with their work, without any further structural support; this, however, can become a negative experience on teamwork. A varied contribution among team members often occurs and unavoidably leads to friction and reduced performance. The aim of this project is to explore the main problems in academic teamwork and investigate tools that provide relevant solutions. We present the concept of network organizational structure and discuss how this can improve collaboration and communication. The main tools to achieve a structural transformation from the more traditional form of team organization to the fairer network form, and their implications are discussed. 相似文献
6.
Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development. 相似文献
7.
Emotional Competence and its Influences on Teaching and Learning 总被引：2，自引：0，他引：2
Pamela W. Garner 《Educational Psychology Review》2010,22(3):297-321
This article provides an interdisciplinary review of theory and research linking aspects of emotional competence to learning
and school-related outcomes across childhood. Drawing upon work in developmental psychology, educational psychology, and teacher
education, this review also discusses the role of teachers in socializing students’ emotions and considers the strategies
and the challenges they face in regulating their own emotions in the classroom context. Future directions for research in
this area are proposed. 相似文献
8.
9.
This paper presents evidence from a unique reform model that allowed teachers and other educators in a large urban district to collaborate with one another in the development of an innovation meant to improve student ownership and responsibility. In this longitudinal case study, we describe school stakeholders’ learning about the design, the process of knowledge-transfer to school teams, and how school teams shared their ongoing learning with one another. School implementation teams were initially reluctant to share their learning with one another. By engaging in a shared innovation development process with structures for routine sharing, over time, implementation team members were increasingly interested in sharing their learning with one another. We discuss the implications for school improvement efforts. 相似文献
10.
Thomas O’Neill Nicole Larson Julia Smith Magda Donia Connie Deng William Rosehart 《Assessment & Evaluation in Higher Education》2019,44(6):848-862
In the current research, we report on a peer feedback system for supporting student teamwork skill development during post-secondary education. The peer feedback system is part of a larger suite of assessments at ITPmetrics.com. This is a free assessment-based system that allows team members to provide round-robin ratings of each member’s effectiveness in the team on five dimensions (communication; commitment; foundation of knowledge, skills and abilities; emphasising high standards; and focus), as well as provide anonymous written feedback to supplement the numeric scores. Team members have access to a dashboard where they can complete the assessment and store assessment reports generated from their peers’ ratings. We summarise data from student learning teams suggesting that peer ratings are reliable (internally consistent, unidimensional and inter-rater correlated; n?>?85,000). Recommendations for implementation are provided with respect to pre-briefing, debriefing, and assessment schedules. 相似文献
11.
Piet Van den Bossche Wim Gijselaers Mien Segers Geert Woltjer Paul Kirschner 《Instructional Science》2011,39(3):283-301
To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning
behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental
models mediates the relation between team learning behaviors and team effectiveness. Analyses were performed on student-teams
engaged in a business simulation game. The measurement of shared mental models was based on cognitive mapping techniques.
The results indicate that a team learning perspective provides insight in how people share knowledge. Particularly the team
learning behaviors identified as co-construction and constructive conflict are related to the development of shared mental
models. In addition, a shared mental model of the task environment in a team leads to improved performance. This underscores
the importance of developing shared cognition in teamwork. 相似文献
12.
T. Mikael Winberg Jenny M. Hellgren Torulf Palm 《European Journal of Psychology of Education - EJPE》2014,29(4):673-691
The study aims to assess the relative importance of a large number of variables for predicting students’ positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students’ perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students’ emotional experiences during this lesson. Single-construct and multivariate models for predicting students’ emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59 % of the variance in students’ emotional experiences. The two most important constructs were students’ type of motivation and perceived degree of learning, which together predicted 48 % of the students’ emotions. Single-construct models predicted, at most, 36 %. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed. 相似文献
13.
The present study took a developmental psychopathology approach to examine the longitudinal association between parents’ emotional expressiveness and children’s self-regulation. Data collection spanned from 2004 to 2008. Ninety-two physically abusive parents completed yearly assessments of their emotional expressiveness, as well as their children’s self-regulation abilities. Observational and behavioral measures were also obtained yearly to capture both parents’ emotional expressiveness and children’s self-regulation. Specifically, parents participated in a parent-child interaction task, which provided insight into their levels of flat affect. A puzzle box task was completed by each child to assess self-regulation. Results indicated, first, that greater parental expression of negative emotions predicted poorer self-regulation in children, both concurrently and across time. Second, parental expressions of positive emotions and parents’ flat affect were unrelated to children’s self-regulation. Findings inform our understanding of parental socialization of self-regulation and provide insight into the roles of distinct components of emotional expressiveness. Moreover, findings have crucial implications for understanding emotional expressiveness in high-risk samples and increase our understanding of within-group functioning among maltreating families that may serve as a means to direct intervention efforts. 相似文献
14.
Joanna Crossman 《高等教育研究与发展》2007,26(3):313-327
The paper addresses the way in which participants in a qualitative study drew upon accounts of relationships and emotions in sharing their perceptions of assessment. By first exploring ideas about emotions and relationships in learning and assessment through the literature and subsequently discussing an interpretation of participant narratives, the author suggests that emotions and relationships surrounding past learning and assessment contexts can influence current perceptions of assessment and learning in powerful ways. The study also reveals how students value opportunities to express their beliefs, feelings and emotions during the assessment process. They also expect teachers to balance objectivity in assessment with empathy for those parts of themselves shared in the process. The conclusion is drawn that there are important implications for learning in the emotional response of students to assessment and in the nature of teaching and learning relationships that are worthy of further investigation. 相似文献
15.
Community‐ and hospital‐based early intervention team members' attitudes and perceptions of teamwork
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
16.
在现代化大生产形式下,企业不但需要分工,更需要协作。日新月异的环境变化要求组织建立一种更加灵活的、注重横向合作的分权化结构。在高效率、高产出的企业中,团队将成为主要的工作单位,也是企业保持其竞争优势的运作单元。有效管理团队的能力已成为企业的核心竞争力。如何有效地激励团队,提高团队的绩效是企业亟待解决的难题。文章从研究团队出发,分析了团队的优势;在个体激励与团队激励的比较中,总结影响团队激励的因素。做出了不同组织对个体激励和团队激励的选择模型;在此基础上提出团队激励薪酬模式,并对实施前提和实施过程进行阐述和分析;探索性地提出了实施团队激励薪酬模式的相关策略。 相似文献
17.
Recent policy highlights schools' responsibility for safeguarding children and promoting their health and welfare and addressing their emotional and behavioural needs. In doing so, it is anticipated that their emotional literacy and social competence might be enhanced. Recognizing that an increasing number of children exhibit emotional and behavioural difficulties affecting their learning, Wrexham Local Education Authority implemented a Student Assistance Programme (SAP). SAP offers primary prevention and early intervention to pupils who exhibit high-risk behaviours and supports those whose circumstances affect their ability to engage with others at home and school, through participation in support groups. A study was conducted to evaluate the effectiveness of SAP. The study aimed to illuminate changes in student behaviour as described by themselves and facilitators, and to identify any wider implications of the SAP in terms of its effects on peers, teachers and family members. Using an interactive, responsive evaluation design, 11 focus group interviews were conducted involving 21 facilitators, seven head-teachers and 64 children. Data were analysed using qualitative content analysis. The findings revealed benefits, challenges and issues of sustainability. This paper discusses the findings of the study and the implications for future sustainability. 相似文献
18.
以中国南方某省级电信运营公司及其所属18个市级分公司的90个团队、306名团队成员为样本,探讨了市场导向、学习导向这两种团队文化特质与团队创新的关系及其影响机制。回归分析结果表明:(1)市场导向与学习导向正向预测团队创新。(2)团队反思在市场导向、学习导向与团队创新关系中起着完全中介作用。(3)领导方式在团队文化与团队反思的关系中具有调节作用,总体而言,在一个有利于创新的团队文化氛围中,变革型领导相比交易型领导更能促成反思和创新,但其正向调节效应并不十分稳定。 相似文献
19.
Wan Ng 《Research in Science & Technological Education》2013,31(1):13-29
The fundamental concepts of ethics: value, obligation and responsibility are what many of us use in our everyday decision‐making on issues that affect our lives. Students in the coursework unit ‘Science and technology in contemporary society’ learn about these concepts in relation to science and technological research and development. The learning takes place in small teams within an online learning environment. This research study reports on a case study that investigated the nature of the collaboration by virtual team members undertaking semi‐structured online tasks to develop an understanding of the topic on ethics in the coursework unit. Students’ perceptions of the usefulness of this type of learning, the types of collaboration that took place between virtual team members and an analysis of the quality of the completed tasks resulting from the virtual teamwork are presented in this paper. Factors affecting the success of the learning experience are also discussed. 相似文献
20.
This article focuses on the theory and practice of teamwork in ‘top management teams’ in UK higher education institutions. It is informed by some of the key findings from a recent two‐year research project sponsored by the Leadership Foundation for Higher Education that investigated the different ways in which UK higher education institutions organise their ‘top management’ and ‘senior management’ structures ( Kennie and Woodfield, 2008 ). The authors discuss literature from the corporate and higher education sectors on the meaning of ‘teamwork’ in top teams (e.g. Bensimon and Neumann, 1993 ; Katzenbach, 1998 ; Wageman et al., 2008 ) and relate the findings to the challenges of top level team working in higher education settings. Particular issues discussed include: the terminology related to higher education top teams, areas of decision‐making and time‐management, team orientation and agenda setting, team behaviours and team roles, team performance and evaluation, location, logistical support and resources, and team development. The authors conclude that the challenges of top team working in higher education settings are similar to those found in the corporate sector, albeit nuanced by different organisational cultures, and suggest some key principles to help top teams in higher education institutions improve their ability to work effectively together. 相似文献