Guest Editorial: On Behalf of Children: “Welcome to the Family!”     

Mimi Brodsky Chenfeld 《Early Childhood Education Journal》2003,30(4):201-202

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Guest Editorial: On Behalf of Children: “The Geography of Play”     

Mimi Brodsky Chenfeld 《Early Childhood Education Journal》2004,32(3):141-142

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Teachers’ Collective Efficacy,Job Satisfaction,and Job Stress in Cross-Cultural Context     

Robert M. Klassen  Ellen L. Usher  Mimi Bong 《Journal of Experimental Education》2013,81(4):464-486

This study examines how teachers’ collective efficacy (TCE), job stress, and the cultural dimension of collectivism are associated with job satisfaction for 500 teachers from Canada, Korea (South Korea or Republic of Korea), and the United States. Multigroup path analysis revealed that TCE predicted job satisfaction across settings. Job stress was negatively related to job satisfaction for North American teachers (i.e., teachers from Canada and the United States), whereas the cultural dimension of collectivism was significantly related to job satisfaction for the Korean, but not for North American teachers. For motivation theorists, the results from this study provide evidence that cultural context influences how motivation beliefs are understood and expressed in diverse settings. For educators, this study underlines the importance of collective motivation as a source of individual job satisfaction.  相似文献   

Factors Contributing to Achievement in the Study of First Semester College German     

R. P. Larsen  J. R. Wittenborn  E. G. Ciesecke 《Journal of Experimental Education》2013,81(4):265-271

This study was undertaken to determine whether a relationship existed between cultural literacy and academic achievement. It was found that among the fifth graders involved in the study there was a significant positive correlation between cultural literacy and academic achievement. In addition, although ethnicity, socioeconomic status, and type of school attended influenced the cultural literacy of the students, the positive relationship between cultural literacy and academic achievement existed among all these subgroups. The article briefly examines reasons behind this relationship.  相似文献   

Integrated water resource management: a platform for higher education institutions to meet complex sustainability challenges     

Neil Powell  Rasmus Kløcker Larsen 《Environmental Education Research》2013,19(4):458-476

Higher education institutions in Sweden are increasingly exposed to international market conditions and rising competition from a more mobile student body. This increases the need for universities to adapt to their social and economic environment and to their clients, including the political trends and financial opportunities in Sweden and EU, if they are to successfully implement sustainability reforms. In this regard, we examine the barriers faced by a ‘post-normal’ education for sustainable development (ESD) inherent within the structures of a ‘normal’ University. We pose the question whether Integrated Water Resource Management (IWRM) as a post-normal process can contribute to increased capacity of normal higher education institutions to address complex sustainability problems? IWRM is conceptualised as an interactionist process of social learning and adaptive management to reflect on the experiences from one particular case, namely the Master Programme in IWRM at the Swedish University of Agricultural Sciences. We illustrate how IWRM can contribute to address conflicts of interests in education arising from competing claims of stakeholders in real life management situations, but also to reconcile the conflicts associated with institutional adaptation under conditions characterised by a new international educational regime and rapidly changing market conditions. The paper brings together the discourse on ESD with lessons from IWRM and contends that the interactionist approach might offer a useful alternative to realist conceptions of ESD in learner-centred and institutional systemic approaches. Contrary to other reports on IWRM education, this paper reflects on this role of IWRM within higher education per se.  相似文献   

Denying Traditional Senses: lessons about programme change     

Mimi Wolverton  Jay Q. Butler  Karl L. Guntermann 《Teaching in Higher Education》2013,18(3):295-312

Abstract

Today, faculty are being challenged to rethink their course and programme offerings, and to bring them in line with the diverse needs of a new student population. In doing so, they are continually asked to confront their ‘traditional senses’ about teaching. This paper reports the struggles of faculty to build new notions about teachings, and learning styles and strategies as they recreated the real estate programme at Arizona State University. It then draws from their experience, certain lessons about programme change.  相似文献   

Role of Self-Efficacy and Task-Value in Predicting College Students'' Course Performance and Future Enrollment Intentions     

Mimi Bong 《Contemporary educational psychology》2001,26(4):553

Predictive utility of self-efficacy and task-value beliefs was compared among 168 Korean female college students. The study assessed the constructs longitudinally and attempted consolidation of self-efficacy and expectancy-value theories. Self-efficacy perceptions were assessed at varying levels of measurement specificity. Exploratory factor analyses showed that self-efficacy items were reliably differentiated into separate factors of a priori specificity. These self-efficacy factors were positively correlated among themselves and, with an exception of problem-specific self-efficacy, also with the task-value factor. A correlation coefficient between any two self-efficacy factors tended to decrease, as these factors were associated with increasingly different measurement levels. Path analysis showed that students' midterm scores and enrollment intentions at T1 were better predicted by the task-value factor. However, the typically stronger links of self-efficacy to performance and of task value to intentions were observed with T2 variables.  相似文献   

Introduction to the Special Section on Knowledge Management in Postmodern Society     

Leopoldina Fortunati  Svend Erik Larsen  Julia Stamm 《The Information Society》2013,29(4):201-207

This introductory essay contextualizes and meditates on the three articles—Bhattacharya, Day, and Waller—presented in this special section on “Knowledge Management in Postmodern Society.” In the process it reflects on following points: (1) the capacity the university had in the past to incorporate the irregular and its loss in the contemporary university, (2) the devaluation of humanities and social sciences because of the reduction of the narrative as well as the reflective and critical thinking to mere doxa, (3) the competition from mass media on university's traditional role in knowledge dissemination and the building of the public sphere, (4) the oscillation of academy between Taylorism and post-Taylorism, (5) the possible role students can play in overcoming crisis faced by the university, and (6) the evolution of the binomial writing/reading in the shift to digitalization and the information society.  相似文献   

The tipping point: F-score as a function of the number of retrieved items     

Raf Guns  Christina Lioma  Birger Larsen 《Information processing & management》2012

One of the best known measures of information retrieval (IR) performance is the F-score, the harmonic mean of precision and recall. In this article we show that the curve of the F-score as a function of the number of retrieved items is always of the same shape: a fast concave increase to a maximum, followed by a slow decrease. In other words, there exists a single maximum, referred to as the tipping point, where the retrieval situation is ‘ideal’ in terms of the F-score. The tipping point thus indicates the optimal number of items to be retrieved, with more or less items resulting in a lower F-score. This empirical result is found in IR and link prediction experiments and can be partially explained theoretically, expanding on earlier results by Egghe. We discuss the implications and argue that, when comparing F-scores, one should compare the F-score curves’ tipping points.  相似文献   

Exploring the validity of a teachers’ self-efficacy scale in five countries   总被引：2，自引：0，他引：2  

Robert M. Klassen  Mimi Bong  Ellen L. Usher  Wan Har Chong  Vivien S. Huan  Isabella Y.F. Wong  Tasos Georgiou 《Contemporary educational psychology》2009

The purpose of this article was twofold. The first purpose was to test the validity of the Teachers’ Sense of Self-Efficacy Scale (TSES) in five settings—Canada, Cyprus, Korea, Singapore, and the United States. The second purpose was, by extension, to establish the importance of the teacher self-efficacy construct across diverse teaching conditions. Multi-group confirmatory factor analysis was used to better understand the measurement invariance of the scale across countries, after which the relationship between the TSES, its three factors, and job satisfaction was explored. The TSES showed convincing evidence of reliability and measurement invariance across the five countries, and the relationship between the TSES and job satisfaction was similar across settings. The study provides general evidence that teachers’ self-efficacy is a valid construct across culturally diverse settings and specific evidence that teachers’ self-efficacy showed a similar relationship with teachers’ job satisfaction in five contrasting settings.  相似文献