PART V: PSYCHOLOGY     

Andrea Viggiano  Sergio Chieffi  Domenico Tafuri  Giovanni Messina  Marcellino Monda  Bruno De Luca 《Journal of sports sciences》2013,31(1):46-62

Vividness and controllability of relaxing and energizing imagery by efficient and less efficient imagers.  相似文献   

Disciplinary and Contextually Appropriate Approaches to Leadership of Teaching in Research‐Intensive Academic Departments in Higher Education     

Graham Gibbs  Christopher Knapper  Sergio Piccinin 《Higher Education Quarterly》2008,62(4):416-436

This paper reports aspects of an international study of leadership of teaching in 19 departments with outstanding teaching records in 11 research‐intensive universities. Leadership was found to take different forms in different discipline areas, in different organisational cultures, and in response to major problems affecting the department. While most of the heads conceived of leadership of teaching in similarly sophisticated ways, and there were other common themes across contexts, how these conceptions were evident in action to support and develop teaching was highly context‐dependent. To illustrate this point, two departments are contrasted in terms of leadership activities found most frequently across all 19 departments. It is clear from this comparison that teaching excellence was achieved in entirely different ways involving widely contrasting leadership behaviour. The paper argues that advice and guidance for heads of department on their leadership of teaching should pay careful attention to the context rather than make assumptions about the general applicability of leadership theory or advice.  相似文献   

The Italian Ph.D ten years on: Educational,scientific and occupational outcomes     

Stirati  Antonella  Cesaratto  Sergio 《Higher Education》1995,30(1):37-61

Higher Education - The doctorate in Italy is a new institution. In this paper we present the results of an investigation that attempts to assess the experience from three main points of view: (i)...  相似文献   

The effects of new technologies on productivity: An intrafirm diffusion-based assessment     

Lucio Fuentelsaz  Sergio Palomas 《Research Policy》2009,38(7):1172-1180

This paper studies the impact of new technologies on productivity from the perspective of the technological diffusion literature. We argue that several stylised facts about the intrafirm diffusion process are not taken into account in most current research, which results in potentially erroneous conclusions. We critically assess different approaches that have been taken when studying the effects of technology adoption on productivity, and relate them to the main findings of the literature on technology diffusion with the aim of identifying the advantages of an intrafirm diffusion approach. We then conduct an empirical analysis on a sample that describes the diffusion of an innovation - the Automated Teller Machine - among Spanish savings banks from 1986 to 2004 in both its extensive (interfirm) and intensive (intrafirm) dimensions. Our results show that only the consideration of the intrafirm diffusion process is able to account for the contribution of the technology to productivity.  相似文献   

To stay or not to stay: retention of Asian international faculty in STEM fields     

Janet H. Lawrence  Sergio Celis  Hee Sun Kim  Sarah Ketchen Lipson  Ximeng Tong 《Higher Education》2014,67(5):511-531

The present study identifies characteristics of individuals and work settings that influence Asian international faculty members’ intentions to continue their employment in US research universities. Given the demand for researchers in science, technology, engineering and mathematics fields (STEM), the higher rate of turnover among untenured faculty, and the replacement costs associated with turnover in STEM, the sample is limited to assistant professors employed in these areas. Multinomial regression analyses are conducted to identify variables that “pull” and “push” uncertain faculty toward intentions stay and leave their current institutions. The results suggest that faculty who are more satisfied with time available for research and those who express stronger organizational commitment are more likely to say they will stay. Those dissatisfied with the fairness of work evaluations and believe tenure decisions are not merit-based, are more likely to say they will leave.  相似文献   

Building personalised homework from a learning analytics based formative assessment: Effect on fifth-grade students' understanding of fractions     

José Antonio Rodríguez-Martínez  José Antonio González-Calero  Javier del Olmo-Muñoz  David Arnau  Sergio Tirado-Olivares 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):76-97

This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.

Practitioner notes

What is already known about this topic

• Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
• Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
• Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
• There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.

What this paper adds

• Empirical evidence about how LA-based formative assessments can enable personalised homework to support student understanding of fractions.
• Personalised homework based on an LA-based formative assessment improves the students' comprehension of fractions.
• Using ARS for the teaching of fractions has a positive effect in terms of student motivation.

Implications for practice and/or policy

• Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
• Researchers should continue exploring these potentially beneficial educational implementations in other areas.

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