Factors affecting the transition of fifth graders to the academic track in the Czech Republic     

Jana Straková  David Greger  Petr Soukup 《International Studies in Sociology of Education》2017,26(3):288-309

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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   

Identification of discipline violations and its role in planning corrective and preventive discipline in school     

Mateja Pšunder 《Educational studies》2005,31(3):335-345

Many surveys confirm a substantial number of discipline problems in schools, but not many surveys are aimed at their identification. Identification of discipline violations is indispensable for prudent planning of their interventions in and prevention of their occurrence. Earlier studies focused mostly on the teachers’ perceptions of discipline problems and they were not interested in how discipline problems are perceived by students. In this study, teachers and students identified the most frequent and disturbing discipline violations. Given the results of the survey, it would be necessary to pay more attention to preventing disruption of lessons and improper attitude, which are, in the views of teachers and students alike, the most frequent and disturbing violations.  相似文献   

Ethnic,Familial, and Religious Identity of Roma Adolescents in Bulgaria,Czech Republic,Kosovo, and Romania in Relation to Their Level of Well‐Being          下载免费PDF全文

Radosveta Dimitrova  Fons J. R. van de Vijver  Jitka Taušová  Athanasios Chasiotis  Michael Bender  Carmen Buzea  Fitim Uka  Ergyul Tair 《Child development》2017,88(3):693-709

This study examines ethnic, national, familial, and religious identity and well‐being of 632 Roma minority and 589 majority adolescents (age: M = 15.98 years, SD = 1.34) in Bulgaria, the Czech Republic, Kosovo, and Romania. Results indicated that Roma showed lower endorsement of national identity but stronger religious identity than their majority counterparts. Path models showed positive associations of familial and religious identities with well‐being, whereas Roma identity was negatively associated with well‐being, particularly for Roma in Bulgaria and Kosovo (countries with a less active policy toward improving conditions of Roma). In the latter countries, Roma ethnic identity is less relevant and weakly associated with psychological well‐being of youth.  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   

All good readers are the same,but every low-skilled reader is different: an eye-tracking study using PISA data     

Ksenija Krstić  Anđela Šoškić  Vanja Ković  Kenneth Holmqvist 《European Journal of Psychology of Education - EJPE》2018,33(3):521-541

PISA results show that a considerable number of 15-year-old pupils after 8 to 10 years of schooling have a low level of functional reading literacy, as defined in the PISA framework. While PISA results help identify the level of reading competency, they do not reveal what might be the reasons why some students fail to solve the tasks. One way to explore the difficulties students encounter while solving PISA reading tasks is to track their eye movements during reading. The main aim of this study was to explore the similarities and differences in eye movement patterns between students with high and low scores on PISA reading tasks. A sample of 92 students took part in the pre-test, which was based on PISA items, and administered to identify groups of students with high and low PISA reading scores. Based on student pre-test results, 20 students were selected for the main, eye-tracking test—10 participants with low scores and 10 with high scores. The eye-tracking test consisted of four different released PISA reading tasks, three of them continuous and one non-continuous. The continuous items were followed by one multiple-choice question each at L1, L2, and L3 levels of difficulty. The non-continuous text was followed by three multiple-choice questions (also L1–L3).Three main findings were the following: regarding saccadic amplitudes, the reading was found to be less fluent for the low-skilled group; according to the heat maps, they had difficulty finding the relevant material; and taking into account standard deviations of eye-tracking measures, the variability was found to be larger in this group. Taken together, the findings of this study show that the PISA results differentiating low- and high-scoring groups go hand in hand with insights from more fine-grained eye-tracking measurements.  相似文献   

具有提前期的三级和二级药品库存模型比较   总被引：1，自引：0，他引：1  

朱莉  王海燕  赵林度 《东南大学学报》2005,21(4):500-505

根据总成本最小原则,在考虑需求提前期影响的情况下,建立了基于随机提前期的三级药品库存优化模型和基于常值提前期的二级药品库存优化模型.运用Matlab软件研究了提前期与库存成本的关系,说明了提前期的变化对药品库存系统有着重要的影响.通过数据实例借助Lingo软件对2个模型进行了仿真计算和比较,结果表明,在保证服务水平的前提下,具有提前期的二级药品库存的总成本比三级药品库存的总成本有明显降低.  相似文献   

Research Circles: Supporting the Scholarship of Junior Faculty     

Diane Gillespie  Nives Dolšak  Bruce Kochis  Ron Krabill  Kari Lerum  Anne Peterson  Elizabeth Thomas 《Innovative Higher Education》2005,30(3):149-162

This article describes and assesses “Research Circles” as a mechanism for enhancing faculty collegiality and research. Recently established on our campus, these circles, composed of three to four faculty members, have had a particularly powerful effect on the new faculty members' adjustment to their tenure track positions, especially since they entered a context that might otherwise have been challenging: a new interdisciplinary upper-division campus with high expectations for teaching excellence. Based on the end-of-year evaluations, journals, and focus groups, the co-authors described themes that emerged from their participation in these circles. Circle participation not only facilitated faculty writing throughout their first year, but it also fostered the development of an interdisciplinary community which nurtured creativity and risk taking in writing. All authors are currently teaching in Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell (UWB). Except for Diane Gillespie, Professor and Associate Director of IAS, all other authors are Assistant Professors in IAS. Diane Gillespie received her Ph.D. in cultural and psychological studies in education from The University of Nebraska, Lincoln. Her interests include critical pedagogy, narrative psychology, and cultural diversity. Nives Dolšak received a joint Ph.D. in public policy and political science from Indiana University. Her interests include public policy, environmental policy, and international relations. Bruce Kochis, received his Ph.D. in Slavic languages & literatures at the University of Michigan. He focuses on global human rights policy, discourse analysis, and political theory. Ron Krabill received his Ph.D. in sociology and historical studies from New School for Social Research. His interests include comparative media, politics and social movements with a special emphasis on South Africa, as well as the study of peace, conflict, social justice, and human rights. Kari Lerum received her Ph.D. in sociology from The University of Washington. Her interests include culture, organizations, sexuality, qualitative methods, and visual studies. Anne Peterson received her Ph.D. from Washington University. Her interests include urban politics and policy and the distribution of natural resources at the local level. Elizabeth Thomas received her Ph.D. in psychology from The University of Illinois at Urbana—Champaign. Her interests include community-based resources for adolescent development, cultural psychology, and the social context of learning.  相似文献   

Contradictions in practising distributed leadership in public primary schools in New South Wales (Australia) and Slovakia     

Jozef Miškolci 《School Leadership & Management》2017,37(3):234-253

The concept of distributed leadership has been widely accepted and scrutinised in research and practice since the beginning of the new millennium. Nonetheless, there is a lack of academic research on how school staff members perceive the term and to what extent they are willing to employ it as part of their daily practices. This article aims to explore these understandings and attitudes in two public primary schools – one in New South Wales (Australia) and one in Slovakia – whilst using qualitative research methods based on semi-structured interviews with staff members. The findings of this study reveal that participants often present very contradictory attitudes towards employing distributed leadership in practice. On the one hand, they require maximising the processes of distributed leadership and, on the other hand, they welcome various instances of solo/autocratic leadership practices by the principal. They also often conflated the concepts of distributed leadership and democratic leadership. In addition, the article discusses how wider social and political context may shape these perceptions and attitudes towards distributed leadership.  相似文献