The Influence of Occupational Self-Efficacy on the Relationship of Leadership Behavior and Preparedness for Occupational Change     

Birgit Schyns 《Journal of Career Development》2004,30(4):247-261

A theoretical framework for the relationship between preparedness for occupational change, occupational self-efficacy, and leadership is presented. Preparedness for occupational change is defined as the wish to acquire higher task demands (i.e. greater complexity) in the sense that employees have thought about change but have not yet acted to seek change. It explained why preparedness for occupational change is central prior to, during, and after organizational change is introduced. A model of determinants of preparedness for occupational change is established. The application of this model in different stages of organizational change is demonstrated. Central aspects in this model are self-efficacy and leadership. Self-efficacy influences preparedness for occupational change in the different stages. This effect is demonstrated using the three assumed outcomes of self-efficacy (i.e., initiation of behavior, persistence, and effort) and their relationship to preparedness for occupational change. It is assumed that perceived leadership influences occupational self-efficacy. Three factors influencing self-efficacy (mastery experience, vicarious learning, and verbal persuasion) are regarded as possibly being responsible for this effect. The implications of the model for organizational practice are discussed.  相似文献   

Education in South-East Asia     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(4):581-583

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How temporal and spatial aspects of presenting visualizations affect learning about locomotion patterns     

Birgit Imhof  Katharina ScheiterJörg Edelmann  Peter Gerjets 《Learning and Instruction》2012,22(3):193-205

Two studies investigated the effectiveness of dynamic and static visualizations for a perceptual learning task (locomotion pattern classification). In Study 1, seventy-five students viewed either dynamic, static-sequential, or static-simultaneous visualizations. For tasks of intermediate difficulty, dynamic visualizations led to better classification performance than static-sequential visualizations, but not than static-simultaneous visualizations. To test whether the temporal aspects of presenting static-simultaneous visualizations (i.e., their permanent visibility) or their spatial aspects (i.e., their arrangement in rows) accounted for this effect, Study 2 investigated three additional static-simultaneous conditions. Seventy-five students viewed static-simultaneous visualizations presented either in columns, matrices, or circles. For tasks of intermediate difficulty dynamic visualizations outperformed pictures presented in columns, matrices, and circles, but not the rows format. Accordingly, for learning about locomotion patterns, dynamic visualizations are better suited than most, but not all static visualization formats. From a practical point of view, effort should be invested into the design of static-simultaneous visualizations to further optimize instructional materials.  相似文献   

Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK)     

Melanie Jüttner  Williame Boone  Soonhye Park  Birgit J. Neuhaus 《Educational Assessment, Evaluation and Accountability》2013,25(1):45-67

Research on teachers’ professionalism and professional development has increased in the last two decades. A main focus of this line of research has been the cognitive component of teacher professionalism, i.e., professional knowledge. Most of the previous studies on teacher knowledge—such as the Learning Mathematics for Teaching (LMT) (Hill et al. 2004), the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´ Mathematical Literacy (COACTIV) (Baumert et al. 2010), and the Mathematics Teaching in the 21st Century (MT21) (Schmidt et al. 2007) studies—have been conducted in the field of mathematics teachers’ pedagogical content knowledge (PCK) and content knowledge (CK). There have been few comparable studies conducted with science teachers, especially biology teachers. To fill the gap, this study examines the development and use of instruments to measure biology teachers’ CK and PCK. In particular, this study describes a method to develop reliable, objective, and valid instruments measuring teachers’ CK and PCK in four steps by the use of empirical data of students. Additionally, the study explores whether CK and PCK might be measured as separate knowledge categories by using a paper-and-pencil test. This paper presents a theoretical model that guides test development and provides steps to develop and validate the instruments. Details are also provided regarding the computation of the Rasch scale score measures for 158 biology teachers. The results indicate that the instruments measured teachers’ CK and PCK in an objective, valid, and reliable way. This suggests that the new instruments can be used in combination with classroom observations to examine teaching quality and further its relation to student learning.  相似文献   

Everyday pedagogical practices in mathematical play situations in German “Kindergarten”     

Birgit Brandt 《Educational Studies in Mathematics》2013,84(2):227-248

This study describes situations in German daycare facilities (Kindergarten) in which the development of mathematical thinking in children is specifically encouraged through examination of common play objects. Using micro-sociological methods of analysis, the mathematical potential of such interactions between teacher and child is elaborated within the framework of everyday pedagogical practices (Bruner, 1996) and instructional models (Rogoff; Mind, Cult Activ 1(4): 209–229, 1994). It is also considered which concepts of mathematics may be important in these interactions.  相似文献   

Learning to mark: exemplars,dialogue and participation in assessment communities     

Karen Handley  Birgit den Outer  Margaret Price 《高等教育研究与发展》2013,32(6):888-900

The problems of shifting from norm-referenced assessment to criterion-referenced assessment have been identified by several scholars in recent years. These important critiques touch on a number of areas, but neglect a key question about how assessors learn to accomplish what Shay calls a ‘socially situated interpretive act'. Research that does exist tends to focus on salaried, full-time academics. This overlooks the heterogeneity of the academic labour force in higher education and the substantial contribution made by contract (hourly-paid) lecturers, particularly in applied disciplines such as Business and Management. This study explores how nine newcomers to a UK Business School – including salaried and contract staff – attempt to understand local assessment practice. We use a situated learning lens to analyse their diary entries and interviews about their experiences of learning to mark. Drawing on scholars such as Sadler, we examine the suggestion that exemplars are important for newcomers coming to understand local assessment practice. We argue for the fundamental importance of dialogue about exemplars and other aspects of practice, both to develop inter-subject understandings of assessment ‘anchor points' and also to foster among newcomers (and especially contract lecturers) a greater sense of participating in, and being valued by, the local assessment community.  相似文献   

Legere,Karsten (ed.). 1998. Cross-Border Languages. Reports and Studies. Regional Workshop on Cross-Border Languages NIED.     

Brock-Utne  Birgit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(1-2):169-171

International Review of Education -  相似文献