Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction,burnout, and the intention to quit     

Rune Høigaard  Rune Giske  Kari Sundsli 《欧洲师范教育杂志》2012,35(3):347-357

Teacher policy is high on national agendas and countries are seeking to improve schools. Demands on schools and teachers are more complex and it is expected that a larger number of teachers will enter the profession. Studies indicate that the period when teachers are newly qualified is a peak time for leaving the profession. The purpose of this study was to investigate work engagement and teacher efficacy and their relationship to job satisfaction, burnout and the intention to quit among newly qualified teachers. 750 questionnaires were distributed to teachers who had less than six years experience as a teacher after they had completed their teacher education from one university in southern Norway. 192 completed surveys were returned, a response rate of 25.6%. In line with the hypothesis, proposed work engagement and teacher efficacy are positively related to job satisfaction but negatively related to job burnout and the intention to quit. Practical implications of these findings are discussed.  相似文献   

Aging in community: home- and community-based services clients’ use of computers as a protective factor for social isolation and loneliness     

Kari M. Nilsen  Louis J. Medvene  Samuel Ofei-Dodoo  Rachel Smith  Anthony DiLollo  Annette Graham 《Educational gerontology》2013,39(10):648-661

ABSTRACT

Frail older adults are increasingly being cared for in the community via home- and community-based service (HCBS) programs rather than nursing homes. This policy change challenges psychologists, social workers, and all geriatric practitioners to identify risk and protective factors in order to implement community-based policies in ways which promote the well-being of frail older adults.

The present small-scale exploratory study focused on the risk factors of social isolation and loneliness, and the potential of computer use to act as a protective factor. Forty HCBS clients were interviewed about their social convoys, social isolation, and loneliness, and their use of computers. Family members made up the largest percentage of participants’ social convoys (48%). Forty-two percent of participants were found to be socially isolated or at high risk for social isolation. Twenty-five percent of participants used computers and these participants experienced significantly less loneliness and had significantly larger social convoys. All participants were shown a 2.5 -minute video demonstrating a computer programmed to accommodate older adults and 80% expressed interest in using such a program.

Future action research projects are suggested to replicate the study’s findings. Such projects could involve collaboration between gerontologists and local area agencies on aging and “service-enriched” affordable senior housing sites.  相似文献   

Group Projects: Student Perceptions of the Relationship Between Social Tasks and a Sense of Community in Online Group Work     

Bruce A. Cameron  Kari Morgan  Karen C. Williams  Kyle L. Kostelecky 《The American journal of distance education》2013,27(1):20-33

Abstract

This study explored the relationship between specific social tasks and student perceptions of a sense of community during online group work. A survey instrument was developed, piloted, and deployed to 125 students in six different online classes. Results revealed few significant relationships between each of the five social tasks examined and student perceptions of a sense of community during online group work; however, students reported that some social tasks were important. Students seemed to focus more on completing a task for a grade than seeing group projects as part of developing community to enhance learning. This might reflect a lack of understanding by the students of the importance of social tasks to successful group project completion.  相似文献   

An overview of game-based learning in building services engineering education     

Kari Alanne 《European Journal of Engineering Education》2016,41(2):204-219

To ensure proper competence development and short graduation times for engineering students, it is essential that the study motivation is encouraged by new learning methods. In game-based learning, the learner's engagement is increased and learning is made meaningful by applying game-like features such as competition and rewarding through virtual promotions or achievement badges. In this paper, the state of the art of game-based learning in building services engineering education at university level is reviewed and discussed. A systematic literature review indicates that educational games have been reported in the field of related disciplines, such as mechanical and civil engineering. The development of system-level educational games that realistically simulate work life in building services engineering is still in its infancy. Novel rewarding practices and more comprehensive approaches entailing the state-of-the-art information tools such as building information modelling, geographic information systems, building management systems and augmented reality are needed in the future.  相似文献   

Clarifying different types of portfolio use   总被引：2，自引：3，他引：2  

Kari Smith  Harm Tillema 《Assessment & Evaluation in Higher Education》2003,28(6):625-648

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Leaving teaching: lack of resilience or sign of agency?     

Kari Smith  Marit Ulvik 《Teachers and Teaching》2017,23(8):928-945

Alarming numbers of teacher attrition are reported in many countries, including in Norway. Whereas most of the research tells about personal and professional negative experiences which have a harmful impact on teachers’ resilience, a different approach is taken in the current paper. Four cases of leavers are purposefully selected because they represent qualified teachers who left the profession, not because they were unhappy with the job or had negative experiences, but because they needed more space and autonomy than they had as teachers. The findings show that their motives for teaching were mainly intrinsic, they were successful teachers, however, they became restless and left their secure jobs to start afresh, and they succeeded. We suggest that it is time to examine the strength of the leavers and accept that teaching is not a lifelong ‘call’ for some of its best people. It is time to seek new ways to revive the profession.  相似文献   

Families with abused children: A follow-up study of post-crisis support   总被引：1，自引：0，他引：1  

Kari Killen Heap M.A. 《Child abuse & neglect》1984,8(4):467-472

Treatment provisions planned and executed were studied in a follow-up of 14 abused or neglected children three years after discharge from the Children's Department of Ullevaal Hospital. A majority of the families were shown to have received either no help or inappropriate help. Half of the children were evaluated as being so emotionally impaired that serious future adjustment problems could be anticipated. Inappropriate treatment related to lack of understanding, workers' own feelings and normative standards. Overidentification with parents and a general belief in their ability to develop caring skills were observed as was the tendency to overlook or minimize the child's experiences and the risk to which he was exposed. Anxiety, insecurity and lack of skill in establishing appropriate relationships prevented workers obtaining adequate bases for evaluation and for effectuation of treatment. Workers' professional situations were unfavorable in specified ways. Appropriate treatment was based on differentiated psychosocial evaluation, a high involvement level by the worker and continuity. The professional situation was also favorable. Workers combined traditional therapeutic approaches with conscious use of professional authority. They intervened actively for protective purposes but were empathetic with both child and parents.  相似文献   

Excellence through Special Education? Lessons from the Finnish School Reform   总被引：1，自引：0，他引：1  

Joel Kivirauma  Kari Ruoho 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(3):283-302

The present article focuses on connections between part-time special education and the good results of Finnish students in PISA studies. After a brief summary of the comprehensive school system and special education in Finland, PISA results are analysed. The analysis shows that the relative amount of special education targeted at language problems is highest in Finland among those countries from which comparative statistics are available. The writers argue that this preventive language-oriented part-time special education is an important factor behind the good PISA results.  相似文献   

Psychiatry in the sorting of schoolchildren in Scandinavia 1920–1950: IQ testing,child guidance clinics,and hospitalisation     

Bjørn Hamre  Thom Axelsson  Kari Ludvigsen 《Paedagogica Historica: International Journal of the History of Education》2019,55(3):391-415

ABSTRACT

This article explores the role of psychiatry in the sorting of schoolchildren in Denmark, Norway, and Sweden from 1920 to 1950. Whereas the role and rise of educational psychology and IQ-testing in the differentiation processes in schooling have been examined through earlier research, the role of psychiatry in the interprofessional collaboration has so far been largely unexplored when it comes to the Scandinavian case. In line with Michel Foucault, the article regards these professional efforts as part of the biopolitics, where psychiatry amongst other disciplines engaged in the development of means to involve strategically in the life of schoolchildren and their families, as part of shaping the future of the population. We argue that psychiatric sorting activities related to schoolchildren did not solely take place through IQ-testing in schools, but involved classification of children through a range of measures in various settings. We further argue that these processes took place due to local agents and initiatives in a broader context of interprofessional collaborations between psychiatrists, psychologists, and teachers, rather than top–down processes initiated by the state. The analysis in the article draws on different sources of the period: journals, articles, and monographs from the key-agents of the period.  相似文献   

The place of the practicum in pre‐service teacher education: the voice of the students   总被引：1，自引：1，他引：1  

Kari Smith 《Asia-Pacific Journal of Teacher Education》2005,33(3):289-302

The focus of this paper is the importance student teachers attribute to the practical experience of their teacher education program, the practicum. Four hundred and eighty student teachers from the largest teacher education institution in Israel responded to a questionnaire with 68 closed items asking for their evaluation of various components of the teacher education program in relation to preparing them for teaching, and about sources for support during the practicum. The main findings show that the practicum is evaluated highly by a large majority of students; however, students find importance in the more theoretical aspects of their education as well. Institutional‐based supervisors of the practicum were perceived by student teachers to provide the strongest support, alongside peers and school‐based mentors. School principals were perceived not to be supportive of student teachers during the practicum. The findings align with previous research in terms of importance of the practical aspects in preparation for teaching, however not as a replacement for theoretical courses. Moreover, findings suggest that school principals do not include school‐based teacher education as part of their professional responsibility.  相似文献