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1.
Our extensive literature review in the fields of educational, social, and cognitive psychology has led us to identify about a dozen variables that demonstrate direct empirical links to academic achievement at the K–12 level. Those variables are grouped into four major categories: student engagement, learning strategies, school climate, and social-familial influences. We then categorize the first two variables as personal factors and the latter two as social-contextual factors. We document empirical findings that have shown particular relationships between the reviewed personal and social-contextual factors and academic achievement, mainly in the areas of reading and mathematics. Based on our conceptualization, we propose an integrated perspective that students’ personal factors in the domains of behavior, affect, attitude, and cognition as well as their social-contextual environment have to work in concert to produce optimal school performance. We conclude with a discussion on educational implications and future research to be addressed. 相似文献
2.
Susan A. Yoon Jessica Koehler-Yom Emma Anderson Joyce Lin Eric Klopfer 《Research in Science & Technological Education》2013,31(2):237-251
Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention.Purpose: We propose a model of adaptive expertise to better understand teachers’ classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas.Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14–47% advanced science proficiency.Design and methods: We used a holistic multiple case study methodology and collected data during the 2011–2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings.Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise.Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach. 相似文献
3.
Eighty-three (83) high school chemistry students were administered tests of cognitive reasoning level, cognitive restructuring ability, disembedding ability, working memory capacity, and prior knowledge before a learning segment on balancing chemical equations by inspection. After a four-day instructional segment utilizing direct teaching methodology, participants were given a posttest on balancing equations. Initial regression analysis indicated that a multicollinearity problem existed. Factor analysis and correlational data indicated that the reasoning, restructuring, and disembedding variables could be collapsed and redefined as a single restructuring variable. A hierarchial regression analysis was then performed, and the following conclusions were derived: (1) when prior knowledge alone is considered, students' understanding of chemical formulas significantly (p < 0.05) influences overall equation balancing performance; (2) when prior knowledge, restructuring, and working memory are considered, only restructuring ability significantly (p < 0.05) influences overall performance; (3) working memory capacity does not significantly (p < 0.05) influence overall performance but does on certain posttest items; (4) prior knowledge and restructuring ability also significantly (p < 0.05) influence performance on certain posttest items. Discussion includes the rationale for identifying the collapsed variable as restructuring and the absence of working memory capacity as a significant influence on overall performance. 相似文献
4.
Ji Hoon Song 《Performance Improvement Quarterly》2011,24(3):55-76
The purpose of this research was to examine the mediating roles of job autonomy and the quality of the leader–member relationship to explain the impact of organizational support on team performance. A total of 228 cases collected from Korean business organizations were used for data analysis. Hierarchical multiple regression, Type 1 SS‐based general linear modeling, and structural equation modeling were used for analyses. All results were compared to examine the magnitude of the interactions of two mediating variables—job autonomy and leader–member relation quality—to predict the influence of organizational support on team performance. Results include (1) two mediating variables played partial mediating roles; (2) between the mediating variables, leader–member relations maximized the magnitude of job autonomy; (3) organizational support was the commanding predictor for team performance, while it was found to be a statistically nonsignificant factor, which did not directly influence team performance. Conclusions are described, followed by limitations and future research recommendations. 相似文献
5.
Job performance can be defined as the extent to which one exhibits behaviors that further the goals of the organization, and leaders try to manage the factors influencing the performance in an organization to guide it toward organizational goals. A main factor that influences the performance is emotions and behavior of other people. The influence of people on each other can be divided into physical and metaphysical contagions in the scientific literature. In this article, we introduce a new kind of metaphysical contagion that has a close relationship with individual and organizational performance. We name it performance contagion and introduce two kinds of factors (content and process) and subfactors. We conceptualize a new concept in performance management defined as human resource layout. Tools are suggested for applying the steps of this model to improve both individual and organizational performance. 相似文献
6.
Professionals serving as internal and external consultants, whether as performance technologists, human resource development facilitators, training specialists, organizational development change agents, or quality improvement engineers, are uniquely positioned to influence ethical awareness in the workplace. Yet it is unlikely that they will be able to exert much influence without knowledge of the factors that influence ethical behavior in organizations and knowledge of ethical decision making. Although the literature on ethics is proliferating, little of it is directly related to performance improvement professionals. Those who want to educate themselves in ethics have been left to their own devices. Part One in this series of two articles presents a review of key ethical theories and research. Part Two is a list of references available for those who are ready to examine the ethical responsibilities of HPT professionals, who have encountered ethical issues, who want to include an ethics audit in their needs assessment tool box, or who need to suggest ethics-related solutions to performance problems. 相似文献
7.
AbstractYoga is a unique form of expert movement that promotes an increasingly subtle interpenetration of thought and movement. The mindful nature of its practice, even at expert levels, challenges the idea that thought and mind are inevitably disruptive to absorbed coping. Building on parallel phenomenological and ethnographic studies of skilful performance and embodied apprenticeship, we argue for the importance in yoga of mental access to embodied movement during skill execution by way of a case study of instruction and practice in two related traditions, Iyengar and Anusara. Sharing a pose repertoire, they are based on distinctive philosophical systems with different teaching styles and metaphoric structures. To address relations between pedagogy and practice in embodied expertise, and to investigate the reciprocal influences of embodiment and thought, we explore in detail the linguistically mediated learning context where practitioners work with yoga teachers. Here, the mind/body problem comes to practical life. We demonstrate the effects of words on bodies, as knowledge is literally incorporated. We show why interpersonal influence on our movement capacities is sometimes needed to enhance expertise. We theorize and identify ‘signature patterns of tension’ among practitioners. These patterns have four sources: ghost gestures, innate differences in bodily form, functional fusing, and signature patterns of affective experience, modulation and expression. These patterns of tension produce ‘silent zones’, cognitively impenetrable actions, functional fusing of a skilful, compensatory form, and signature patterns of pain and damage. We show how instruction can disrupt these silent zones, enhancing mental and physical flexibility. 相似文献
8.
Alexander S. Yeung Rhonda G. Craven Gurvinder Kaur 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):469-482
Background:?Students’ motivation is known to influence academic outcomes. However, there is a paucity of research showing the relative influences of motivational factors on short-term and long-term outcomes. Purpose:?The study investigates the relative influences of motivational factors – mastery goal orientation, value of schooling, and academic self-concepts (perceived competence in and affect to schoolwork) on four outcomes – rule acceptance, identity, general self-efficacy and achievement. Sample:?Students in grades 3 to 6 from six primary schools in the Sydney were surveyed (N = 979). The ages of the participants varied from 8 to 13 years (mean = 9.78). Design and methods:?Students completed a questionnaire and literacy and numeracy achievement tests. Structural equation modelling was used to examine the paths from four predictors to four outcomes. Results:?Whereas all four predictors were positively associated with all four outcomes, students’ mastery goal had stronger positive influences on self-efficacy and identity. Value, perceived competence and affect were found to influence outcomes in different ways – positive influences were found for value on achievement, rule-acceptance, and identity; for perceived competence on achievement and efficacy; and for affect on rule-acceptance and identity. Conclusion:?Mastery goal had stronger influences on long-term outcomes while other predictors are stronger for short-term outcomes. To facilitate short-term and long-term outcomes, all four motivational factors need attention. 相似文献
9.
This study examined how children's intuitions and informants’ expertise influence children's trust in informants’ claims. Three‐ to 8‐year‐olds (N = 192) watched videos in which experts (animal/biology experts or artifact/physics experts) made either intuitively plausible or counterintuitive claims about obscure animals or artifacts. Claims fell either within or beyond experts’ domains of expertise. Children of all ages were more trusting of claims made by informants with relevant, as opposed to irrelevant, expertise. Children also showed greater acceptance of intuitive rather than counterintuitive claims, a differentiation that increased with age as they developed firmer intuitions about what can ordinarily happen. In summary, children's trust in testimony depends on whether informants have the relevant expertise as well as on children's own developing intuitions. 相似文献
10.
11.
Warren Hunt 《The Journal of Agricultural Education and Extension》2013,19(1):95-96
AbstractPurpose: To identify various organizational climatic factors responsible for role performances of veterinary officers in Andhra Pradesh, India.Design/methodology/approach: Study was conducted in 11 selected districts. Data were collected from 220 respondents through a pretested interview schedule and subjected to correlation and multiple regression to draw valid inferences. Organizational climate was measured by using the index specially prepared for the study.Findings: Around 76% of the respondents perceived that the organizational climate prevailing in the department of animal husbandry was favorable. Leadership, teamwork and trust had significant contribution towards perception of organizational climate. The respondents were least satisfied with motivation, decision-making and goal setting components of the organizational climate. The model with seven variables out of 16 independent variables was a good fit with R square of 85.59%. Work motivation, persistence disposition, participativeness, job satisfaction, physical facilities availability and timeliness of availability of facilities were found to have significant positive influence while job stress had significant negative influence on perceived organizational climate.Practical implications: This investigation has an organizational and social significance for development of livestock organizations not only in India, but also to other SAARC countries as well.Originality/value: No empirical evidence on inter-relation between organizational climate and job performance of veterinarians is available at present in Andhra Pradesh. 相似文献
12.
Antje Proske Susanne Narciss Danielle S. McNamara 《Journal of Research in Reading》2012,35(2):136-152
Research on expert performance suggests that deliberate practice provides optimal opportunities for expertise development. This study examined whether the provision of computer‐based scaffolding (CBS) guiding deliberate practice facilitates students' development of writing expertise. A CBS environment escribo was designed to externally support expert writing activities, generate feedback and offer opportunities to practise corrected performance in academic writing. There were two testing times. First, the effects of practising writing with escribo were compared with the effects of a practice‐only situation without support. Second, a post‐test comprised composing an essay discussing an academic position without scaffolding. Results revealed that the escribo group at both testing times wrote essays of better comprehensibility than students in the practice‐only group. Furthermore, at both testing times the escribo group expended significantly more time on prewriting. These findings suggest that CBS guiding deliberate practice may be a promising means to facilitate the development of writing expertise. 相似文献
13.
William L. Solomonson 《Performance Improvement Quarterly》2012,25(3):53-80
This study seeks to improve the contributions of performance consultants, instructional design consultants, and training consultants by explaining the effect that several variables have on trust as a mediator to relationship commitment within the context of the client–consultant relationship. The participants were 228 college students from two 4‐year universities. Participants were randomly assigned to one of eight scenario‐based questionnaires that measured the effect of three manipulated variables—perceived level of expertise, shared values, and sharing of meaningful information—on trust as a mediator to relationship commitment. The findings suggest that consultants can proactively manage the relationships with their clients by focusing on the key factors that influence trust and thus ultimately affect overall relationship commitment. 相似文献
14.
Situated in the context of an in-service professional development (PD) program focused on Interdisciplinary Science Inquiry, this quantitative study tests the validity of and further explores the theoretical model adapted from Desimone's (2009), Educational Researcher, 38, 181–199 conceptual framework on effectiveness of PD. The participants include 204 teachers and 5,581 students within 12 local public schools from 2012 to 2016. The multilevel models indicate that PD participation, school-, and teacher-level factors influence teacher pedagogical content knowledge and inquiry instruction in different ways. Furthermore, the inquiry instruction significantly relates student understanding of interdisciplinary science concepts (ISCs) through a few mediators. Therefore, this study reinforces calls to provide teachers with high quality PD and contributes to current knowledge base of the mechanisms of how inquiry instruction influences students' understanding of ISCs. 相似文献
15.
HEGE DYPEDOKK JOHNSEN 《Journal of Philosophy of Education》2019,53(2):309-322
Socrates is famous for claiming that ‘I know one thing: That I know nothing’. There is one subject that Socrates repeatedly claims to have expertise in, however: ta erôtika. Socrates also refers to this expertise as his erôtikê technê, which may be translated as ‘erotic expertise’. I argue that the purposes this expertise serve are, to a significant extent, educational in nature: Socrates has certain erotic educational methods that participate in his expertise on erôs. In addition, I suggest that Socrates uses two kinds of psychological techniques while practicing his erotic expertise through these erotic educational methods. 相似文献
16.
This study investigated types of societal agents and the nature of their influence on Science and Technology (S&T) from Arab University professors' standpoint. Thirteen items from VOSTS instrument, developed by Aikenhead, Ryan, and Fleming (1989), were modified and used in this study. Five more items were developed by the researcher to meet the purpose of the study. The instrument was administered to 64 university professors at the Faculties of Science, Engineering, Agriculture, Medicine, Humanities and Social Sciences, and Education. The results showed that out of the four societal agents (government, the private sector, the public at large, and culture) identified by McGinn (1991) the first and the last have the most potent influence on S&T in the Arab world. The study also found that the influences of the Arab culture on S&T have positive and negative nature. Positive influences are cultural, political or economic. Positive cultural influences are: the promising role in reviving ijtihad
3 to encourage researchers to study and understand nature, the placed emphasis by Islam on the importance of pursuing knowledge, and international competition. Political and economic positive influences are the Arab people's intent to be in position equivalent to developed cultures regarding S&T and Arab states efforts in preparing researchers in different areas. Negative influences are also cultural, political, or economic. For example, forcing taqlid
4 in different aspect of life is a damaging cultural influence. Political and economic negative influences include little or no research funding, bureaucracy, heavy dependence on imported scientific and technological products, and brain drain. The study recommended the following: (1) to revive the concept of ijtihad to encourage developments in S&T; (2) to provide children with adequate conditions and resources to acquire good background in S&T in a way that considers students' world view; (3) to ensure enough financial resources for instituting S&T; (4) to empower Arab universities to participate effectively in instituting S&T; and (5) to unify Arab states efforts to establish a strategic plan for instituting S&T. 相似文献
17.
R. William Holland 《The Journal of environmental education》2013,44(1):38-42
Abstract Recent studies of ideologies of sustainable farmers and conventional farmers suggest that these two groups have differing beliefs, values, and attitudes on agriculture and rural life. Although awareness of these differing attitudes and values is an important step in moving toward educational programs and policies for a more sustainable agriculture, actual behavior may not be predictable from this knowledge. A mail survey of Iowa farmers with membership in Practical Farmers of Iowa, a sustainable agriculture organization, was used to examine the attitude—behavior relationship of these farmers and the role social influences play in this relationship. Attitude and social influence scales were developed, as well as a chemical input index that measures commitment to sustainable practices. The results indicate that, when controlling explanatory factors, the attitude—behavior relationship is moderate and the social influences examined do not facilitate this relationship. Implications for educational programs and policies of these findings are discussed. 相似文献
18.
Anahid Petrosian 《Community College Journal of Research & Practice》2013,37(10):735-741
This quantitative correlational study examined administrator and faculty perspectives regarding factors that may have contributed to the development of community college baccalaureate degrees in Texas. It was hypothesized that factors such as student need, workforce need, college relations, and college mission were linearly and positively correlated. To test the hypothesis, an online survey was administered to a random sample of 530 faculty and administrators at the three baccalaureate granting community colleges in Texas. Correlation coefficients were computed for all possible pairs of the four variables to determine whether or not there were statistically significant correlations between variables. The results of the Pearson's correlation analyses produced four statistically significant correlations among variables at the p = .008 level. Results revealed a strong positive correlation between student need and workforce need r(359) = .82, p < .008. Findings of the study indicated that respondents perceived factors of student need for baccalaureate degrees and employers’ need for employees with bachelor's degree had the strongest influence on the development of community college baccalaureate degrees in the three community colleges in Texas. 相似文献
19.
We discuss ways in which aspects of academic and social motivation interact to influence student's academic performance. Research on academic and social motivational constructs is reviewed, focusing on students' ability and efficacy beliefs, control beliefs, achievement values, and achievement goal orientations. Relations between academic and social motivational processes are discussed, as well as how motivational processes from both domains might interact to influence academic outcomes. We also discuss motivation from the perspective of contextual factors and school socialization processes that have the potential to influence student motivation and subsequent performance. In this regard, teachers' instructional practices and interpersonal relationships with students are highlighted as potentially powerful factors influencing student motivation and performance. 相似文献
20.
A causal model of faculty turnover intentions 总被引：2，自引：2，他引：2
John C. Smart 《Research in higher education》1990,31(5):405-424
A causal model is proposed and estimated to assess the relative influence of individual attributes, institutional characteristics, contextual-work environment variables, and multiple measures of job satisfaction on the intentions of faculty to leave their current institutions. Special attention is given to similarities and differences among variables in the model for tenured and untenured faculty. Regardless of tenure status, younger faculty, those at institutions that have experienced decline and that have more autocratic forms of governance, and those that have lower levels of organizational and career satisfaction are more likely to leave their institutions. Being a male, spending more time on research, and having a stronger record of scholarly productivity are positive influences on the intentions of tenured faculty to leave their institution, while salary satisfaction is an influential variable only for nontenured faculty. The research and policy implications of these findings are discussed.
Source of data: Carnegie Surveys of Undergraduates and Faculty. Copyright 1985, The Carnegie Foundation for the Advancement of Teaching, 1985. 相似文献