The multilevel impact of transformational leadership on teacher commitment: Cognitive and motivational pathways     

Xavier Dumay  Benoît Galand 《British Educational Research Journal》2012,38(5):703-729

A growing body of research indicates that transformational leadership affects teachers’ commitment to their school. The present study aims to investigate the processes explaining this effect at the organisational level. Using a sample of 660 teachers within 50 primary French‐speaking Belgian schools, the authors test a model hypothesising that the impact of the school principal's transformational leadership (as an organisational‐level construct) on teacher commitment to school is mediated by school culture strength (cognitive pathway) and teacher collective efficacy beliefs (motivational pathway). Results of multilevel analyses largely support the theoretical model, but show that schools have a limited impact on teacher commitment.  相似文献   

Educational quasi-markets,school effectiveness and social inequalities     

Xavier Dumay  Vincent Dupriez 《教育政策杂志》2014,29(4):510-531

Over the past few decades, the figure of the market has clearly made its way into the field of education. For some authors, it represents an alternative to regulation by the public authorities, a different form of co-ordination which is better able to meet the objectives of the education systems. Through a secondary analysis of the PISA 2006 database, we test this hypothesis, as well as an alternative one which suggests that the quasi-market, rather than being linked positively to effectiveness of the education systems, would be associated with the students’ achievement dependence on their socio-economic and cultural background and on the social composition of the school they are enrolled in. Our findings suggest that the quasi-market regulation (school autonomy and competition for student recruitment) (1) is not linked to effectiveness and (2) tends to be associated with a stronger link between schools’ social composition and student achievement.  相似文献   

European Mass Media     

John Sandford  Eugene Pons  Hans Brack  Olaf Rydbeck  Edward W. Ploman  Bruno Vasari 《Communication Booknotes Quarterly》2013,44(6):66-68

John Sandford's The Mass Media of the German-Speaking Countries (London: Oswald Wolff; and Ames: Iowa State University Press, 1976---price not given, paper)

Publizistik. Vierteljahreshefte fur Kommunikationsforschung (= subtitle, meaning Quarterly for Communication Research)

Rundfunk und Fernsehen (Broadcasting and Television)

Femselsen und Bildung (Television and Education)

Communicatio Socialis

Broadcast Receiving Fees in France, by Eugene Pons (EBU Monograph No. 7, 194 pp., 1969, 20 Swiss francs or about $5.00, paper)

German Radio and Television: Organization and Economic Basis, by Hans Brack (EBU Monograph No. 6, 68 pp., 1968, 8 Sw. Fr. or about $2.00, paper)

Broadcasting in the Space Age, by Olaf Rydbeck and Edward W. Ploman (EBU Monograph No. 5, 53 pp., 8 Sw. Fr. or about $2.00, paper)

Advertising on Radio and Television (EBU Monograph No. 4, 37 pp., 1966, 5 Sw. Fr. or about $1.00)

Financial Aspects of Broadcasting, by Bruno Vasari (EBU Monograph No. 3, 45 pp., 1965, 4 Sw. Fr. or a bit less than $1.00, paper)

Television for Children and Young People, by J.D. Halloran and P.R.C. Elliott (134 pp., 1970, 10 Sw. Fr. or about $2.50, paper)

Annual Seminar for Producers and Directors of Adult Education by Television (12th Seminar, 1974, 79 pp., 5 Sw. Fr. or about $1.00)

Annual Seminar for Producers and Directors of School Television (11th Seminar, 1973, 79 pp., 5 Sw. Fr. or about $1.00, paper)

Workshops for Producers and Directors of Television Programs for Children (4th Workshop, 1974, 48 pp., 8 Sw. Fr. or about $2.00, paper)

International Forum of Light Music in Radio (1971, 1973, and 1975 editions available, 5 Sw. Fr. each or about $1.00 each, paper)

The Evolution of the EBU through its Statutes from 1950 to 1976 (EBU Monograph No. 11, 1977, 25 Sw. Fr. or something over $5.00, paper)

International Conference of States on the Protection of Phonograms (Paris: Unesco; and New York: Unipub, 1975---$34.75, paper)  相似文献   

La eliminación de conductas autolesivas en niños retrasados profundos     

Xavier Cerdà 《Infancia y Aprendizaje》2013,36(24):103-110

RESUMEN

Se han empleado muchos procedimientos para la supresión de conductas autolesivas, pero en pocos casos se ha tenido en cuenta dotar al sujeto de un comportamiento más adaptativo. La hipótesis que se propone es que el castigo de las conductas autolesivas no provocará un aumento de los comportamientos adaptados si éstos no forman ya parte del repertorio conductual del niño. Para corroborar esta hipótesis se realiza un estudio en dos fases con niños deficientes profundos con conductas autolesivas utilizando castigo social. Los resultados muestran que la operación de castigo contingente es efectiva en la eliminación de conductas autolesivas, que este tipo de conductas son mantenidas por el medio ambiente y la necesidad de enseñar y reforzar positivamente conductas más adaptadas.  相似文献   

The politics of school choice in two countries with large private‐dependent sectors (Spain and Chile): family strategies,collective action and lobbying     

Xavier Rambla  Óscar Valiente  Carla Frías 《教育政策杂志》2013,28(3):431-447

In many countries choice of school is an increasing concern for families and governments. In Spain and Chile, it is also associated with a long‐standing political cleavage on the regulation of large sectors of private‐dependent schools. This article analyses both the micro‐ and the macro‐politics of choice in these two countries, where low‐status 15‐year‐old students record a significant segregation. At the micro level, some evidence is provided that not only middle‐class skilful choosers but also the political representatives of private‐dependent schools manage to pursue their interests drawing on economic, social and cultural capital. At the macro level, evidence also shows that the lobbies defending private‐dependent schools can use and maintain these power resources. However, in some episodes collective action is an effective power resource for those who campaign in favour of a stricter regulation of these schools, but its influence is much difficult to maintain for longer periods.  相似文献   

Software     

Xavier Perrot 《Archives and Museum Informatics》1992,6(3):22-23

  相似文献   

Influence Tactics in the Classroom and Their Relationship to Student Satisfaction*     

Stephen S. Standifird  Frank Pons  Dan Moshavi 《Decision Sciences Journal of Innovative Education》2008,6(1):135-152

We argue that an instructor's use of influence tactics can be classified as soft, rational, and strong in nature and that the use of these tactics will have a differential impact on student satisfaction. We find support for the existence of the three categories of influence. We find that student satisfaction is positively influenced by the use of soft and rational tactics, but is uninfluenced by the use of strong tactics.  相似文献   

Team cohesion and ethnic–cultural identity in adolescent migrant athletes     

Eleftheria Morela  Antonis Hatzigeorgiadis  Olga Kouli  Anne-Marie Elbe  Xavier Sanchez 《Int J Intercult Relat》2013

The purpose of this study was to examine the role of sport participation in the social integration of adolescents with non-dominant ethnic and cultural backgrounds. In particular, this study investigated the relationship between team cohesion and ethnic–cultural identity. Participants were 83 young migrant athletes (mean age 15.60 years). Participants completed the Ethnic/Cultural Identity Salience Questionnaire and the Youth Sport Environment Questionnaire. Regression analyses showed that cohesion negatively predicted feelings of fringe and lack of interaction. Our findings suggest that sport participation, particularly in cohesive teams, can facilitate the development of adaptive identity toward the goal of social integration in migrant adolescents.  相似文献   

Antioxidant response and oxidative damage induced by a swimming session: influence of gender     

Tauler P  Ferrer MD  Romaguera D  Sureda A  Aguilo A  Tur J  Pons A 《Journal of sports sciences》2008,26(12):1303-1311

In this study, we examined oxidative stress after a swimming session, the responses of the antioxidant defences, and the influence of gender on these responses. Fifteen boys and eight girls participated voluntarily in the study. Plasma concentrations of 17-beta-estradiol, vitamin E, retinol, carotenes, ascorbate, malondialdehyde, and the carbonyl index were determined. Creatine kinase, gamma glutamyl transpeptidase, and lactate dehydrogenase activities, as well as glucose, urea, urate, cholesterol, and triglycerides, were determined in serum. Plasma concentrations of 17-beta-estradiol were higher in girls than in boys. Exercise increased plasma ascorbate both in boys and in girls. Malondialdehyde increased in boys but was maintained in girls after exercise. Creatine kinase values corrected for lean body mass were similar in boys and girls at baseline, but the post-exercise values in boys were higher than in girls. A positive correlation was observed in boys, but not in girls, between plasma malondialdehyde and creatine kinase corrected concentrations. Furthermore, a negative correlation was observed between the increase in circulating neutrophils and in creatine kinase activity in girls but not in boys. In conclusion, a swimming session induced higher muscular and oxidative damage in boys than in girls.  相似文献   

Controlled evaluation of a multimodal system to improve oral presentation skills in a real learning setting     

Xavier Ochoa  Federico Dominguez 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1615-1630

Developing oral presentation skills requires both practice and expert feedback. Several systems have been developed during the last 20 years to provide ample practice opportunities and automated feedback for novice presenters. However, a comprehensive literature review discovered that none of those systems have been adequately evaluated in real learning settings. This work is the first randomised controlled evaluation of the impact that one of these systems has in developing oral presentation skills during a real semester-long learning activity with 180 students. The main findings are that (1) the development of different dimensions of the oral presentations are not affected equally by the automated feedback and (2) there is a small but statistically significant effect of the use of the tool when a subsequent presentation is evaluated by a human expert.  相似文献