THE MEANING AND IMPORTANCE OF CULTURALLY DETERMINED IMPLICIT VALUES FOR THE INTERNATIONALIZATION OF EDUCATION     

Mirjana Krizmanić  Vladimir Kolesarić 《Higher Education in Europe》1991,16(2):46-60

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Complexity leadership in learning analytics: Drivers,challenges and opportunities     

Yi-Shan Tsai  Oleksandra Poquet  Dragan Gašević  Shane Dawson  Abelardo Pardo 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):2839-2854

Learning analytics (LA) has demonstrated great potential in improving teaching quality, learning experience and administrative efficiency. However, the adoption of LA in higher education is often beset by challenges in areas such as resources, stakeholder buy-in, ethics and privacy. Addressing these challenges in a complex system requires agile leadership that is responsive to pressures in the environment and capable of managing conflicts. This paper examines LA adoption processes among 21 UK higher education institutions using complexity leadership theory as a framework. The data were collected from 23 interviews with institutional leaders and subsequently analysed using a thematic coding scheme. The results showed a number of prominent challenges associated with LA deployment, which lie in the inherent tensions between innovation and operation. These challenges require a new form of leadership to create and nurture an adaptive space in which innovations are supported and ultimately transformed into the mainstream operation of an institution. This paper argues that a complexity leadership model enables higher education to shift towards more fluid and dynamic approaches for LA adoption, thus ensuring its scalability and sustainability.  相似文献   

Das Bildungssystem der Sozialistischen Föderativen Republik Jugoslawien (SFRJ)     

S. Pavićević 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):375-377

Ohne Zusammenfassung  相似文献   

Practical Components in Teacher Training Programmes in Slovenia (Yugoslavia)     

B. Marentič Požarnik  N. Kotnik 《欧洲师范教育杂志》1988,11(1):41-48

For the present development of teacher training system in Slovenia (Yugoslavia) two trends are characteristic: the prolongation of studies for elementary school teachers (grades 1‐8) from two to four years and an institutional shift of responsibility for subject teacher training from ‘mono‐technical’ (pedagogical academies) to ‘polytechnical’ institutions (different faculties or departments of the universities).

These trends are having important implications for the scope of practical training and its relationship to other parts of the studies. Traditional forms of practical training that had developed at pedagogical academies are being discontinued but the new ones are not yet firmly established.

The existing forms of practical training of student teachers are briefly described (exercises in general professional courses, exercises in classroom observation, teaching attempts and block practice). In addition, the role of teachers of special didactics and the role of practice teachers is analysed.

The pragmatic character of practical training has to be overcome on the basis of systematic attempts to confront students’ subjective theories on teaching and learning, based on experience, with scientific theories throughout the process of their training.

An important prerequisite for the necessary integration of different components of study and especially of theory and practice is cooperation between university teachers of academic, general professional subjects and special didactics. How do we achieve such a cooperation and overcome the negative attitude of teachers of academic subjects toward professional and practical training of students? This remains one of the open problems in the reform of teacher training in Slovenia.  相似文献   

Interpersonal Neural Synchrony During Father–Child Problem Solving: An fNIRS Hyperscanning Study     

Trinh Nguyen  Hanna Schleihauf  Melanie Kungl  Ezgi Kayhan  Stefanie Hoehl  Pascal Vrtička 《Child development》2021,92(4):e565-e580

Interpersonal neural synchrony (INS) has been previously evidenced in mother–child interactions, yet findings concerning father–child interaction are wanting. The current experiment examined whether fathers and their 5- to 6-year-old children (N = 66) synchronize their brain activity during a naturalistic interaction, and addressed paternal and child factors related to INS. Compared to individual problem solving and rest, father–child dyads showed increased INS in bilateral dorsolateral prefrontal cortex and left temporo-parietal junction during cooperative problem solving. Furthermore, the father’s attitude toward his role as a parent was positively related to INS during the cooperation condition. These results highlight the implication of the father’s attitude to parenting in INS processes for the first time.  相似文献   

Development of Math Attitudes and Math Self-Concepts: Gender Differences,Implicit–Explicit Dissociations,and Relations to Math Achievement     

Dario Cvencek  Ružica Brečić  Dora Gaćeša  Andrew N. Meltzoff 《Child development》2021,92(5):e940-e956

Three hundred and ninety-one children (195 girls; M_age = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.  相似文献   

Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia     

Timothy Teo  Mingming Zhou  Dragić Banković 《Interactive Learning Environments》2017,25(7):811-827

This study examined pre-service teachers’ intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers’ experience with computers and their technological pedagogical content knowledge (TPCK). Data collected from 226 participants revealed that the proposed model had a good fit for both traditional and innovative uses of computers. Structural equation modelling suggested that the established TAM variables, together with TPCK and experience, were significant determinants of pre-service teachers’ intentions to use computers in teaching mathematics at both levels. The most dominant determinant of behavioural intention was TPCK, followed by attitude. The proposed model explained 22.7% of the variance in the use of computers in traditional teaching practices and 27.6% of the variance in the use of computers in innovative teaching practices. The implications for mathematics teaching are discussed in the final section.  相似文献   

Power in Bayesian Mediation Analysis for Small Sample Research     

Milica Miočević  David P. MacKinnon  Roy Levy 《Structural equation modeling》2017,24(5):666-683

Bayesian methods have the potential for increasing power in mediation analysis (Koopman, Howe, Hollenbeck, & Sin, 2015; Yuan & MacKinnon, 2009). This article compares the power of Bayesian credibility intervals for the mediated effect to the power of normal theory, distribution of the product, percentile, and bias-corrected bootstrap confidence intervals at N ≤ 200. Bayesian methods with diffuse priors have power comparable to the distribution of the product and bootstrap methods, and Bayesian methods with informative priors had the most power. Varying degrees of precision of prior distributions were also examined. Increased precision led to greater power only when N ≥ 100 and the effects were small, N < 60 and the effects were large, and N < 200 and the effects were medium. An empirical example from psychology illustrated a Bayesian analysis of the single mediator model from prior selection to interpreting results.  相似文献   

Retirement lifestyle conceptualization and well-being in recent retirees     

Viera Bačová  Peter Halama 《Educational gerontology》2020,46(11):688-695

ABSTRACT

The retirement literature contains four distinct conceptualizations of retirement lifestyle. Retirement can be seen as an opportunity to make a new start, the continuation of a pre-retirement lifestyle, an unwelcome imposed disruption, and a transition to old age. This research examines the conceptualizations of retirement lifestyle and how they relate to retirement adjustment and well-being in recent retirees (N = 173). A factor analysis confirmed the existence of four factors identifying four retirement conceptualizations. Although previous studies have presented retirement conceptualizations as mutually incompatible, significant relationships were found between them in this research, indicating that recent retirees can synchronously conceptualize seemingly distinct lifestyles. The cluster analysis identified three types of retirees in the sample. These types were labeled to reflect the prevailing retirement lifestyle concepts. The first type of retiree (N = 90) is “New beginning and continuation,” the second (N = 44) is “Imposed disruption without hope,” and the third is (N = 39) “Accepted disruption and ending.” The analysis of variance revealed the three types differ significantly in the level of satisfaction in retirement, subjective happiness, and life meaningfulness – with the highest level being found in the first retiree type and the lowest level in the second retiree type. The findings suggest that conceptualizations of retirement lifestyle change over time and affect psychological well-being in the recent retiree cohort. The theoretical and practical implications of the results are outlined.  相似文献   

Academic Staff Participation in University Governance: Internal Responses to External Quality Demands     

Kovač  Vesna  Ledić  Jasminka  Rafajac  Branko 《Tertiary Education and Management》2003,9(3):215-232

Higher education in Croatia isconfronted with new trends and quality demandsmostly connected with Bologna processes. It isassumed that Croatian universities with theirexisting governance structures, characterisedby strong state regulation and weakinstitutional administration, cannot respondeffectively to new demands. Findings of thesurvey on conceptions of governance at theCroatian universities are presented in thepaper, with its main aim to explore academicstaff's perception of university governance.The idea of the university as a ``learningorganisation' with strong leadership and engagedacademic staff is taken as the desired model.Mapping the opinions of academic staff on thepresent governance structures, their role ingovernance issues, and making an inventory oftheir perceptions of strengths and weaknessesof governance processes, forms importantbackground for reflections on adequatemodifications in academic governance.  相似文献