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1.
Understanding Leadership in Major Sporting Events: The Case of the 2005 World Aquatics Championships
The purpose of this paper was to begin understanding leadership within a major sporting event. A case study of the 2005 Fédération Internationale de Natation (FINA) World Aquatics Championships was built by means of interviews and archival material, using a multi-stakeholder perspective. Findings highlighted that core elements of upper-management level leadership in events were best described by the multiple-linkage leadership theory, which includes task commitment, ability and role clarity, work organization, cooperation and mutual trust, resources and support, and external coordination as the six intervening variables. While charismatic and transformational leadership styles surfaced as contributing to the overall success of an event, the multiple-linkage leadership theory offered a more comprehensive understanding of leadership in major sporting events from a multi-stakeholder perspective. 相似文献
2.
Sarah S. Mire Milena A. Keller-Margulis Amy K. Izuno-Garcia Emily R. Jellinek Elías S. Loría Garro 《Psychology in the schools》2023,60(2):345-363
Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats. The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2–5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high. 相似文献
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Charles H. Klein Milena Mateuzi Carmo 《International Studies in Sociology of Education》2019,28(3-4):259-278
ABSTRACTToday, young adults from lower-income backgrounds are pursuing educational trajectories that would have been distant dreams for their parents. In many Global South countries, this expansion has followed a neoliberal logic in which private universities purport to provide students skills and increased earning capacity, and employers the necessary human capital to compete in global markets. This article examines these processes in Brazil, where federal policies have contributed to a dramatic growth in private, for-profit higher education in recent years. Building on ethnographic research in São Paulo’s expansive peripheries, our analysis examines three inter-related themes: higher education and life aspirations; intersectional identity construction; and political/community engagements. We argue that while neoliberal ideologies and policies are a key component of Brazilian higher education, many first-generation college students actively – and critically – challenge everyday oppressions and create new life possibilities in the context of enduring inequalities. 相似文献
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A mentor’s aid in developing the competences of teacher trainees 总被引：1，自引：0，他引：1
The induction period is a very important time in the career of a teacher and has a long‐term influence on the teacher’s professional development, efficacy, job satisfaction and the length of his/her career. One of the key roles in this period is played by the trainee’s mentor. This paper presents the results of the extensive project ‘Partnership of Faculties and Schools’, carried out at the Pedagogical Faculty, University of Ljubljana, with the financial support of the European Social Fund and the Slovenian Ministry of Education, Science and Sport. We studied an induction project involving 361 teacher trainees and 331 mentors. The study reveals the trainees’ expectations towards their mentors and the mentors’ and trainees’ evaluations of how the mentor aids a teacher trainee in developing their competences. 相似文献
5.
Milena Bevc 《Economics of Education Review》1993,12(4)
The article presents rates of return to investment in education in former Yugoslavia by region — former federal units (republics and autonomous provinces), by level of education, by gender, and for the society and the individual. It has shown some similarities and some differences regarding the observed pattern of the economic efficiency of investment in education in other countries. Some causes for these differences are discussed. 相似文献
6.
In the first part, the paper considers the impacts of external examination on learning and school lessons. Numerous researches and analyses have shown that students from specialized high schools retain incomplete, shallow and often completely incorrect ideas about some natural and social phenomena. They do not know how to connect the knowledge that they have gained. The reason for the low applicability of knowledge and lack of retention is mainly due to the domination of shallow and reproductive studying, which is even encouraged by the external Matura. Multiple‐choice questions and tasks of low taxonomic level, which can be objectively measured or graded, predominate in the external examination. The results, in the second part of the paper, indicate that the knowledge gained in high schools is narrowing throughout the years of schooling. This means that, with the approach of the final examination, exact summaries of learned material, definitions and information are demanded from students more often at the end than at the beginning of high school. Students' comprehension, linking their knowledge to other subjects and topics, critical thinking and applying the knowledge to other examples is demanded more often at the beginning of schooling (in the first year) than in the fourth year of high school (just before the Matura). Also, the democratization of the grading process decreases throughout the schooling. Students are debating with the teachers about form, methods and content of grading examinations more frequently in the first year than in the fourth year of their schooling. 相似文献
7.
The purpose of this article is to map and contextualise the evolution of the concept of legacy over time using bid and final report documentation from Olympic Games host and candidate cities. As a result of the increased importance of legacy in the modern Olympic movement, many trends have emerged. Examples of modern trends include numerous new legacy themes (e.g. environmental, information, educational); changes in the types of legacy being emphasised (e.g. closer links to city and regional planning initiatives and legacy sustainability), its increasing complexity and interconnectedness found within the typology of legacies, and legacy's overall governance including major influencers and decision makers. 相似文献
8.
Milena A. Keller‐Margulis 《Psychology in the schools》2012,49(4):342-352
Response to Intervention (RtI) has gained increased attention with the reauthorization of the Individuals with Disabilities Education Improvement Act. Since RtI was introduced at the policy level as a mechanism for use in the learning disability identification process, much of the implementation work has focused on this application. School‐based implementation of RtI has occurred quickly in response to federal legislation, with little focus on fidelity. Regular and consistent monitoring of implementation fidelity can provide the data required to improve implementation and student performance. This discussion will include a brief review of the literature regarding implementation fidelity and then provide a framework for designing a fidelity system for RtI models. Further systematic research in this area is needed to support the RtI implementation that is currently under way in schools across the country. © 2012 Wiley Periodicals, Inc. 相似文献
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Milena Z. Zivkovic Sasa Djuric Ivan Cuk Dejan Suzovic 《Journal of sports sciences》2017,35(13):1287-1293
A range of force (F) and velocity (V) data obtained from functional movement tasks (e.g., running, jumping, throwing, lifting, cycling) performed under variety of external loads have typically revealed strong and approximately linear F–V relationships. The regression model parameters reveal the maximum F (F-intercept), V (V-intercept), and power (P) producing capacities of the tested muscles. The aim of the present study was to evaluate the level of agreement between the routinely used “multiple-load model” and a simple “two-load model” based on direct assessment of the F–V relationship from only 2 external loads applied. Twelve participants were tested on the maximum performance vertical jumps, cycling, bench press throws, and bench pull performed against a variety of different loads. All 4 tested tasks revealed both exceptionally strong relationships between the parameters of the 2 models (median R = 0.98) and a lack of meaningful differences between their magnitudes (fixed bias below 3.4%). Therefore, addition of another load to the standard tests of various functional tasks typically conducted under a single set of mechanical conditions could allow for the assessment of the muscle mechanical properties such as the muscle F, V, and P producing capacities. 相似文献