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Oksana Koryak Andy Lockett James Hayton Nicos Nicolaou Kevin Mole 《Research Policy》2018,47(2):413-427
We view ambidexterity as a paradox whereby its components, exploration and exploitation, generate persistent and conflicting demands on an organization. Drawing on the attention based view of the firm (ABV), we examine three antecedents of organizational ambidexterity that reflect ABV’s three principles ? the principle of focus of attention; the principle of situated attention; and the principle of structural distribution of attention. Specifically, we examine the influence of top management team (TMT) composition, whether or not the firm has a clear written vision, and the extent to which organizational attention is focused on investments in R&D, and continuous improvement. We empirically validate our model on a sample of 422 small and medium-sized enterprises in the UK and find that ambidexterity is supported by a blend of integration and differentiation approaches. 相似文献
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A study of online faculty satisfaction was conducted at a public research university in the United States. Overall level of online faculty satisfaction at the institution, major concerns and motivating factors associated with online faculty satisfaction, and the differences between more and less satisfied online instructors were identified. One hundred two online instructors responded to the online faculty satisfaction survey. Results indicate a moderately positive level of faculty satisfaction with online teaching. Major frustrations were associated with technological difficulties, the lack of face-to-face contact, and student involvement. Satisfying elements pertained to flexibility, access, and student diversity. More satisfied online instructors reported a higher degree of student-to-instructor interaction than their less satisfied counterparts. The classification analysis resulted in 88.5% of online instructors being correctly classified. 相似文献
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Adam J. Zolotor Desmond K. Runyan Michael P. Dunne Dipty Jain Helga R. Péturs Clemencia Ramirez Elena Volkova Sibnath Deb Victoria Lidchi Tufail Muhammad Oksana Isaeva 《Child abuse & neglect》2009,33(11):833-841
ObjectiveTo develop a child victimization survey among a diverse group of child protection experts and examine the performance of the instrument through a set of international pilot studies.MethodsThe initial draft of the instrument was developed after input from scientists and practitioners representing 40 countries. Volunteers from the larger group of scientists participating in the Delphi review of the ICAST P and R reviewed the ICAST C by email in 2 rounds resulting in a final instrument. The ICAST C was then translated and back translated into six languages and field tested in four countries using a convenience sample of 571 children 12–17 years of age selected from schools and classrooms to which the investigators had easy access.ResultsThe final ICAST C Home has 38 items and the ICAST C Institution has 44 items. These items serve as screeners and positive endorsements are followed by queries for frequency and perpetrator. Half of respondents were boys (49%). Endorsement for various forms of victimization ranged from 0 to 51%. Many children report violence exposure (51%), physical victimization (55%), psychological victimization (66%), sexual victimization (18%), and neglect in their homes (37%) in the last year. High rates of physical victimization (57%), psychological victimization (59%), and sexual victimization (22%) were also reported in schools in the last year. Internal consistency was moderate to high (alpha between .685 and .855) and missing data low (less than 1.5% for all but one item).ConclusionsIn pilot testing, the ICAST C identifies high rates of child victimization in all domains. Rates of missing data are low, and internal consistency is moderate to high. Pilot testing demonstrated the feasibility of using child self-report as one strategy to assess child victimization.Practice implicationsThe ICAST C is a multi-national, multi-lingual, consensus-based survey instrument. It is available in six languages for international research to estimate child victimization. Assessing the prevalence of child victimization is critical in understanding the scope of the problem, setting national and local priorities, and garnering support for program and policy development aimed at child protection. 相似文献
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Oksana Afitska 《美中教育评论》2014,(8):517-535
Over the last decade, there has been an increased interest in investigation of assessment for learning. However, to date, there are still very few studies that investigated assessment for language learning or formative language assessment, focusing particularly on： （a） effects of formative assessment on learners＇ linguistic development and on teachers＇ teaching and lesson planning; （b） variables influencing the frequency and extent of effectiveness of formative assessment; （c） teachers＇ and learners＇ views on teacher feedback and learner peer- and self- assessment; and （d） fulfilment of the requirements set in the official United Kingdom （UK） policy documents on effective teaching and assessment of learners with English as an additional language （EAL）, also known as English as an second language （ESL） in the United States （U.S.）, in real classrooms. This article addressed these issues, and thus, extended the limited knowledge base on formative language assessment research to date. Moreover, through examining classroom-embedded language assessment processes from various perspectives, this research paper made a link between two research areas： （a） language testing and assessment; and （b） second language acquisition, also a relatively neglected field of research. This paper investigated two intact primary immersion classrooms, with learners as young as 8-10 years old and teachers whose teaching roles in the classrooms differed; two teachers were mainstream classroom teachers （CTs） and one was a mainstream teacher with specific responsibilities for language development in the school. The data were derived from literacy, numeracy, and science lessons through classroom observations and from the research participants through interviews. The data were firstly transcribed and coded qualitatively and then analysed both quantitatively and qualitatively. The findings revealed that various language assessment strategies were used regardless of the subject area of the les 相似文献
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Oksana Lushchevska 《Children‘s Literature in Education》2014,45(1):60-73
Viewing Tolstoy’s works from psychological and intellectual perspectives demonstrates his approach to children’s literacy and especially the development of reasoning, which he presents in his writing for children and the stories he includes in his New ABC book (1875a) and four Readers (1875b). This article examines Tolstoy’s reasoning approach in education and its application in his real happening stories for children. Some of Tolstoy’s ideas about upbringing that are expressed in his stories are similar to ideas of Jean-Jacques Rousseau (1712–1778) and a Swiss developmental physiologist contemporary to Tolstoy, Jean Piaget (1896–1980). Tolstoy’s real happening stories treat situations that a child might actually experience; they propose and teach scenarios that might influence a child’s or an adult’s thinking about ways to obtain an education. Thus, in Tolstoy’s approach to children’s education, reasoning becomes a pedagogical tool, used to develop knowledge, experience and critical thinking ability. 相似文献
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Casmir M. Rubagumya Oksana Afitska John Clegg Patrick Kiliku 《International Journal of Educational Development》2011
This paper explores how the concept of linguistic citizenship can be applied to the Tanzanian situation in terms of the delivery of bilingual education as well as addressing issues of equity and quality in education. It starts by a brief overview of how the concepts ‘linguistic human rights’ and ‘linguistic citizenship’ are theorized. It then goes on to show that in the Tanzanian context the ‘linguistic human rights’ paradigm cannot adequately address the concerns of speakers of marginalized languages. The paper argues that all efforts to guarantee linguistic human rights in Tanzania have so far been top-down and have to a large extent failed. The paper further argues that it is the people who can empower themselves by giving value to their marginalized languages. This valorisation will make education meaningful in people's struggle towards socio-economic development. The paper discusses in particular the role which African languages play in raising achievement in African education and highlights the importance of research into educational language use and persuasive communication of this research in increasing this role. Finally the paper emphasises the role of advocacy and the increasing status of African languages in society in the development of mother-tongue medium education. 相似文献
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Oksana Yakushko 《International journal for the advancement of counseling》2005,27(1):131-143
The purpose of the study was to explore the effects of existential well-being, social support, and conflict over ones sexual orientation on gay, lesbian and bisexual (GLB) individuals self-esteem. In addition, the study explored the effects of conservative or non-conservative religious backgrounds in the lives of the participants. The results of multiple regression suggest that stronger self-esteem is predicted by having greater sense of social support, less internal conflict over ones sexual orientation, greater sense of existential well-being, and extrinsic social orientation to religion. Religious and spiritual issues are assumed to carry universal significance for people and suggestions are made for mental health professionals who work with GLB clients in various cultures. 相似文献
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Oksana B. Korobko Cees A. W. Glas Roel J. Bosker Johan W. Luyten 《Journal of Educational Measurement》2008,45(2):139-157
Methods are presented for comparing grades obtained in a situation where students can choose between different subjects. It must be expected that the comparison between the grades is complicated by the interaction between the students' pattern and level of proficiency on one hand, and the choice of the subjects on the other hand. Three methods based on item response theory (IRT) for the estimation of proficiency measures that are comparable over students and subjects are discussed: a method based on a model with a unidimensional representation of proficiency, a method based on a model with a multidimensional representation of proficiency, and a method based on a multidimensional representation of proficiency where the stochastic nature of the choice of examination subjects is explicitly modeled. The methods are compared using the data from the Central Examinations in Secondary Education in the Netherlands. The results show that the unidimensional IRT model produces unrealistic results, which do not appear when using the two multidimensional IRT models. Further, it is shown that both the multidimensional models produce acceptable model fit. However, the model that explicitly takes the choice process into account produces the best model fit. 相似文献