幼儿心理理论及其在同伴冲突解决策略中的运用

同伴冲突是幼儿社会性发展中的一种正常现象,幼儿心理理论的发展影响幼儿同伴冲突解决策略。通过实地观察和访谈,揭示了幼儿根据彼此的角色与地位、情绪与意图、以往的互动经验选择策略解决冲突,同时为教师提升幼儿同伴冲突解决策略的能力提出了相应建议。     

An Emerging Role for the Physical Educator

The application of theories to understand concepts and issues in sport and physical education is viewed as a useful research strategy. Two theories addressing subjective phenomena relevant to sport experiences are presented. Concepts proposed in Martin Buber's I-Thou philosophy of relationship and Mihaly Csikszentmihalyi's flow model exploring the psychology of enjoyment are delineated and compared. Sportrelated research using these constructs is then presented. It is concluded that careful application of theories is a viable and valuable approach for studying complex, elusive phenomena in sport. Further, knowledge derived from such research facilitates understanding and awareness of subjective meaning in sport, and therefore opens individuals to the potential of relationship and flow.     

多学科研究与高等教育理论的形成和发展

高等教育理论是以其他社会科学学科的理论发展为基础,立足于高等教育实践,站在高等教育学科立场上研究高等教育现象而得以形成和发展的。因此,在高等教育研究过程中,有必要将多学科研究高等教育与运用多学科研究方法论研究高等教育区分开来。只有立足于高等教育实践,才能丰富和发展高等教育理论。     

An examination of the influences on ‘green’ mobile phone purchases among young business students: an empirical analysis

This article examines the determinants of eco-friendly electronic good consumption among students at a large Australian university who have been exposed to a marketing campaign, Mobile Muster. Empirical research generally shows younger consumers to be less concerned about the environment. Similar studies demonstrate that peer pressure has a large role to play. Accordingly, using the theories of reasoned action and planned behavior, this study examines subjective norms, attitudes, perceived control, environmental concern, altruism, risk aversion, price consciousness, involvement, branding, environmental knowledge, and their relationship with purchase intentions. It is the first study to examine these effects on the purchase of eco-friendly phones, a product of high personal relevance to these consumers. Mediation effects were also assessed. Results showed that subjective norms (friends/experts) can increase intentions and mediate the relationship between information and intentions. Involvement emerged as a significant influencer on intentions, presenting new findings for the literature. Moreover, higher levels of objective knowledge increased intentions. This supported the significant role of the Mobile Muster scheme in dispersing knowledge. These findings are of practical value to educators, allowing them to determine factors that influence consumer knowledge and norms with the aim of enabling students to form more ecological relevant purchase intentions.     

SPECIFIC INTELLECTUAL INTENTIONS AND CREATIVE GIFTEDNESS

Intellectual giftedness is a complex psychological phenomenon. Further investigation of its essence requires study of unknown or little known phenomena, one of which is intellectual intentions. These can be considered the highest level of manifestation of the intellectual potentials of a personality. They can be defined as “subjective, internally developed standards of performance” and “norms of intellectually creative behaviour” (feeling of direction, beliefs, preferences, etc.). Understanding of intellectual intentions of gifted, creative and talented persons will provide fundamental information about the nature of giftedness.     

Faculty’s academic intellectual leadership: the intermediary relations with universities’ organizational components

In line with ‘the entrepreneurial university’ discourse, managerialism and performative culture brought new expectations to faculty such as developing online programmes/courses, carrying out training for professionals, obtaining research funds, leading projects in cooperation with industry/business, collaborating with colleagues from various disciplines, participating in international networks and representing their disciplines and institutions. These new duties and the traditional roles of academics, as knowledge producer and public intellectual, constitute their intellectual leadership. Given these new circumstances, it is important to investigate the influence of universities’ organizational components to understand how university managers can support academics’ intellectual leadership. This research aims to explore intermediary relations between communication, climate and managerial practice flexibility in universities and academics’ intellectual leadership. Quantitative data were collected from 937 Turkish faculty via an online questionnaire and analysed using Path analyses. Analysis revealed that faculty, by their intellectual leadership behaviours, contribute to the development of their disciplines, institutions and society, and that communication in universities has a strong impact on faculty’s intellectual leadership by mediation of the organizational climate and managerial flexibility regarding scholarly practices. Consequently, university managers should establish functional communication systems in their institutions to generate a positive atmosphere and to maximize the efficiency of institutional practices.     

Understanding the lived experiences of novice out-of-field teachers in relation to school leadership practices

The lived experiences of novice teachers in out-of-field positions influence future career decisions and impact on their journey towards being competent and experienced practitioners, conversely their “life-world” is often misunderstood. The purpose of the study reported in this article is to investigate the lived experiences of these teachers, how principals’ understanding and leadership styles influence the lived experiences of novice out-of-field teachers, and what these lived experiences mean for school leaders. The article highlights perceptions of school leaders and novice out-of-field teachers about out-of-field teaching. It argues that the strategies implemented by school leaders based on their understanding of novice out-of-field teachers’ lived experience greatly influence the development of these teachers. It draws on Gadamer’s theories to investigate the lived experiences and perceptions of four principals and four novice out-of-field teachers through the different lenses of these participants. It concludes with a discussion on the interrelationships between school leaders’ understanding, novice teachers’ lived experience and what it means for the teaching environment. Participants’ interpretation of specific lived experiences connected to out-of-field teaching shapes meaning in their attempt to understand and to “belong,” for example, confidence issues, self-esteem concerns, and disconnectedness. The investigation of these units of meaning provides an in-depth understanding of the interrelationship between leadership and the lived experiences of novice out-of-field teachers.     

The Anthropology of Meaning

Meaning is one of the recent terms which have gained great currency in mathematics education. It is generally used as a correlate of individuals' intentions and considered a central element in contemporary accounts of knowledge formation. One important question that arises in this context is the following: if, in one way or another, knowledge rests on the intrinsically subjective intentions and deeds of the individual, how can the objectivity of conceptual mathematical entities be guaranteed? In the first part of this paper, both Peirce's and Husserl's theories of meaning are discussed in light of the aforementioned question. I examine their attempts to reconcile the subjective dimension of knowing with the alleged transcendental nature of mathematical objects. I argue that transcendentalism, either in Peirce's or Husserl's theory of meaning, leads to an irresolvable tension between subject and object. In the final part of the article, I sketch a notion of meaning and conceptual objects based on a semiotic-cultural approach to cognition and knowledge which gives up transcendentalism and instead conveys the notion of contextual objectivity.     

Preparing Preservice Teachers for Life in Schools: The Role of Doctoral Education

ABSTRACT

Physical education teachers face considerable sociopolitical challenges that can impede quality instruction and complicate recruitment into the profession. Physical education teacher education faculty members may not be prepared to address these challenges during their doctoral education. Accordingly, the purpose of the paper was to utilize the lessons learned from occupational socialization research to propose competencies that can be integrated into doctoral education to help future faculty members integrate sociopolitical learning into physical education teacher education. These include: (a) understanding socialization literature and the implications for teacher education, (b) helping doctoral students understand their own prior socialization experiences, (c) recruiting highly qualified preservice teachers, (d) helping preservice teachers question their subjective theories, (e) developing and coordinating field experiences, and (f) preparing preservice teachers for the sociopolitical realities of schools. These competencies align with the proposed addition of a new standard for initial teacher education that addresses sociopolitical learning.     

Leadership of Class Teachers (Banzhuren ) in Improving Student Learning: Case Studies of Chinese Primary Schools

As a form of teacher leadership, class teacher (banzhuren) leadership has not received sufficient attention in academia. In order to delineate the paths and practices of the class teacher in exercising leadership for improving student learning, this study applies the multiple case studies approach along with in-depth interviews so as to understand this phenomenon thoroughly. The findings suggest that moral management, routine management, collaboration with subject teachers and parents, facilitation of collaboration among students and other leadership strategies can effectively contribute to student learning in these schools. The theoretical and practical implication of this study is also discussed to facilitate research in this regard.     

“教育的立场”与“教育学的学科立场”——论研究教育现象的两种意向

无论从学科之间交叉融合的趋势来看,还是从教育领域的公共性特征来看,教育领域都无法拒绝不同学科对其进行探讨、研究,由此,对教育现象进行研究形成了两种不同的意向:其他学科研究者为解决教育领域中的相关问题而对教育现象进行研究、探讨的“教育的立场”;教育学专业研究者力图通过研究,提高教育学理论水平,建立、完善教育学的学科体系,并运用教育学理论,指导教育实践的“教育学的学科立场”。对教育领域中的教育现象进行研究,这两种立场可以并行不悖,并有可能相互促进各自的研究、探讨。     

Living in history and Changing the World: An Investigation Into the Culture of All Stars Project,Inc.

This article focuses on the experiences of individuals organizing at All Stars Project Inc. in New York City. Interview and observation were employed to understand individuals' involvement and commitment to the organization. Results show that the perceived successes of the organization can be attributed to strong leadership, fostering community, commitment to action and social change, and valuing empathy.     

The multidisciplinary roots of higher education research: An analysis of citation patterns

Researchers in higher education (HE) are a community of academics with backgrounds and experiences in a variety of scientific disciplines. For this reason, HE research is influenced by other disciplines from which HE researchers take theories, constructs and research methods. This article describes a large-scale analysis of the impact of different scientific fields on HE research. Special attention is paid to the analysis of the influences of psychology, sociology & political science, and economics as the disciplines that have the greatest impact on HE research. To assess this impact, we analyse citation patterns in seven key HE journals. Our empirical analysis confirms that HE research is indeed a multidisciplinary field and experiences a different impact of identified scientific fields for HE articles of different topics. We analyse the dynamics of such an impact and discuss the factors that may cause the growth of multidisciplinarity in HE research.     

Cross-cultural dimensions of applied,critical, and transformational leadership: women principals advancing social justice and educational equity

This study, based on the qualitatively rendered experiences and perceptions of educational leaders from historically underserved backgrounds in the US, argues that identity impacts leadership practice. To make this point, researchers build upon an emergent theoretical framework for applied critical leadership from the theories and traditions of transformational leadership, personal leadership, critical pedagogy, and critical race theory. With regard to methodology, a two-subject case study was validated by adding three additional participants for points of verification to the findings and discussion. Interview, field notes, and relevant documents were analyzed using phenomenology and constant comparative methods. Major findings indicate participants’ practice reveal characteristics of cross-cultural applied, critical, and transformational leadership. These scholarly findings are significant because they can inform mainstream leadership practices contributing to educational equity, authentic multiculturalism, improved intercultural relations, innovation, increased academic achievement, and sustainable educational change.     

Reflections on working with critical action learning

Critical action learning engages participants in a process of drawing from critical perspectives to make connections between their learning and work experiences, to understand and change interpersonal and organisational practices. But what does this mean in practice? How can critical action learning be expedited? What outcomes can critical action learning have for participants, and can the hopes for critical action learning be fulfilled? The intentions of this paper are to contribute reflections of our empirical experience on working with critical action learning in management development.     

Tensions in Higher Education Leadership: Towards a Multi‐Level Model of Leadership Practice

UK higher education is undergoing a period of significant change that generates a series of tensions and difficulties for universities and university leaders. This paper explores these tensions through analysis of findings from a study comprising 152 semi‐structured face‐to‐face interviews in 12 UK universities. Building on from theories of ‘distributed leadership’ in schools, five main constituent elements of leadership practice in higher education are identified (personal, social, structural, contextual and developmental) and explored to show how they shape perceptions and experiences of leadership. The paper concludes with a refined model that teases apart the multilayered nature of higher education leadership at individual, group and organisational levels. In particular, it is argued that ‘social capital’ and ‘social identity’ act as important bridges between individual agency and organisational structure and that although widely distributed, higher education leadership may be best regarded as ‘hybrid’.     

Metaphors as expressions of followers’ experiences with academic leadership

Researchers continue to investigate and understand leadership in higher education. However, leadership does not stand alone; it is part of an interactive dyad with followers. Building on a previous study that aimed to unpack academics’ experiences of leadership in higher education with a view to enhancing leadership practices, this paper creatively examines metaphors in order to understand how followers interpret academic leadership, followership and follower–leader interactions. Data were gathered from academics in follower roles through written narratives or face-to-face interviews in accordance with participants’ preferences. Drawing on a social constructionist perspective and a metaphorical conceptual framework, we align with Lakoff and Johnson [1980. Metaphors we live by. Chicago: University of Chicago Press] who claim that metaphors pervade thought and action. Our findings illuminate followers’ understandings of leadership efficacy; their multifaceted responses to particular encounters with leaders and the complexities of following and leading in university workplaces. We demonstrate how metaphors can explain some of the concerns and constraints shaping follower and leader interactions in academia. Our analysis highlights the importance of framing leadership as a relational and dynamic construct.     

"正念型"领导:西方教育管理的新理论

"正念"是一种静思的实践,即常说的"活在当下",不受过去经历和对未来想象的困扰.以"正念"理念和实践为核心的"正念型"领导,通过静思实践、存而不论、富于同情等服务于领导者和学校组织成员.传统领导理论将教育领导者描述为积极地忙于各项事务的人;"正念型"领导者则表现得像暂停的人、倾听的人以及全神贯注地观察着学校的人."正念型"领导以一种"存在"的方式,而不是"做"的方式,缓解着学校领导者的冲突和焦虑."关注当下""经验的感受性""对问题的倾向性""培植同情心""智慧地回应"是"正念型"领导的组织原则."正念"可以帮助学校领导者更好地履行信息角色、人际角色、决策角色和道德领导角色.     

Touched by Turner

This is a personal reflection on an encounter with the works of the nineteenth‐century painter J. M. W. Turner in London's Tate Britain exhibition ‘Late Turner: Painting Set Free’. The article discusses the deeply subjective nature of engaging with artworks, and touches upon theories that might account for the ineffable but moving experiences that sometimes occur in such situations, often unexpectedly, and analyses the associations that might prompt them – in this case the details of dogs in some of Turner's works. There is a discussion of the theoretical frameworks that may provide an insight into these deeply subjective, personal and yet significant encounters, and how they can provide a means to a richer understanding of an artwork. The article considers the conditions that might be conducive to these contemplative, affective experiences, and how they might occur in educational settings with appropriate forms of pedagogy. The article concludes by contrasting slow, idiosyncratic and subjective learning through artworks, with the dominant, data‐based and reductive trends that currently prevail in mainstream education.