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131.
Leadership research that examines follower characteristics as a potential moderator of leadership effectiveness is lacking. Within Bass's (1985) transformational leadership framework, we examined follower narcissism as a moderator of the coach behavior-coach effectiveness relationship. Youth athletes (male = 103, female = 106) from the Singapore Sports Academy (mean age = 14.28, SD = 1.40 years) completed the Differentiated Transformational Leadership Inventory (Callow, Smith, Hardy, Arthur, & Hardy, 2009), the Narcissistic Personality Inventory (Raskin & Terry, 1988), and indices of follower effort. Multilevel analyses revealed that athlete narcissism moderated the relationship between fostering acceptance of group goals and athlete effort and between high performance expectations and athlete effort. All the other transformational leader behaviors demonstrated main effects on follower effort, except for inspirational motivation. 相似文献
132.
Prof. Dr. Sigrid Blömeke Prof. Dr. Johannes König Dr. Andreas Busse Dr. Ute Suhl Jessica Benthien Prof. Dr. Martina Döhrmann Prof. Dr. Gabriele Kaiser 《Zeitschrift für Erziehungswissenschaft》2014,17(3):509-542
The transition from teacher training into the teaching profession is seen to be key in the biography of a teacher. Yet there is a lack of enquiry into the development of the content knowledge (CK) and pedagogical content knowledge (PCK) held by teachers at the end of their education, and into the significance of this knowledge for situational and behavioural cognition. On the basis of data from the international comparative study TEDS-M 2008 and the Germany-based 2012 follow-up, this contribution investigates the knowledge and skills development of teachers during the transition from teacher training to the teaching profession in a four-year longitudinal study with n = 171 mathematics teachers. Three test formats (paper-and-pencil, video-vignettes and speed tests) are used to examine various indicators for teacher expertise. In addition to the analysis of changes in mathematical CK and PCK levels, path analysis is used to determine the extent to which this knowledge functions as a predictor for the perception and interpretation of classroom situations, the decision-making in these situations, and the quick identification of student mistakes. The results show only small changes in the group mean (for MCK there is a small loss, whereas MPCK remains constant), but high fluctuation (i. e. weak correlation) in the MPCK ranking between the two measurement occasions, pointing to differential learning effects gained from teaching practice. There are also significant differences in predictability: MCK is important for the speed indicators of teacher expertise; MCK and MPCK for the perception and interpretation of situations, and for the generation of action strategies. These findings can on the one hand help to facilitate the evaluation of beginning teachers’ need for support and, on the other hand, they indicate the necessity for the early integration of practice-based elements into teacher training programmes with the aim of developing PCK and related skills. 相似文献
133.
Julia-Katharina Rißling Dr. Kathrin Mahlau Prof. Dr. Bodo Hartke Prof. Dr. Franz Petermann 《Zeitschrift für Erziehungswissenschaft》2014,17(3):543-562
The present study examines the language development of N = 48 children with specific language impairments. All pupils were primary students in their first year. They all were tested with the standardized test (SET 5-10). N = 24 children received special tuition. All other children participated in the common tutoring structures of teaching in Mecklenburg-Western Pomerania. The results of this study show a moderate but significant progress in language development for both groups. 相似文献
134.
Dr. E. Dominique Klein Mirko Krüger Dr. Svenja M. Kühn Prof. Dr. Isabell van Ackeren 《Zeitschrift für Erziehungswissenschaft》2014,17(1):7-33
Statewide exit exams have become a central governance instrument at the end of secondary schooling in Germany. In the article, the current state of research in Germany is systematized from an international comparative perspective in relation to intended and unintended effects. Findings regarding state exam policies and effects at the school and instructional level are presented as an interim report on a comparably young field of research. The findings show differences by states, subjects and courses which suggest that there is no general effect of statewide exams. In this context, future research should account for the heterogeneity of exam procedures to a greater degree. 相似文献
135.
Jochen van der Burgt Junmin Li Christine Wilbertz Prof. Dr. Matthias Pilz 《Zeitschrift für Erziehungswissenschaft》2014,17(1):135-158
For many years the possible introduction of the German dual vocational education programme into other countries has been discussed. The transferability of the German vocational education and training system into other countries has been controversially discussed in the work of development assistance and in international comparative vocational education research for a long time, even though the empirical basis is quite narrow. The present study focuses on the vocational and training behaviours of German corporations in their subsidiaries in Japan, China and India. Even though all three nations are important countries for the German corporations the culture, the vocational education and employment systems are very different. Based upon the theory of the EPRG model in international management, this study analyses the vocational education and training activities and in terms of the EPRG model by interviews with experts. The findings indicate that a polycentric approach is used exclusively in India and to a significant extent in China. In Japan, in addition to the prevalent polycentric approach, there is also a strong influence of geocentric training styles. The similarities can be partly explained by the stronger focus on theoretical training institutions and a more academic attitude in society as a whole, which means that purely vocational training plays a marginal role with low esteem. In this context, it would be difficult to implement the German style of vocational education and training. 相似文献
136.
137.
Tim McCowan 《British Journal of Religious Education》2017,39(3):269-278
This paper examines research findings from an experiential model of interfaith education called the Building Bridges through Interfaith Dialogue in Schools Programme (BBP). The BBP has been operating continuously in Melbourne, Australia since 2004. In the research, participating students were interviewed and surveyed to assess the effect of this experiential interfaith education programme on their knowledge, attitudes, perspectives and behaviour toward those from different religious and cultural backgrounds to them. Some of the data from those interviews are included in this article. The findings identify that the programme promoted religious literacy, (including improved knowledge, understanding and appreciation for different religious and cultural traditions and their practices), dismantled prejudice from ignorance and overly generalised stereotypes of others, and promoted social inclusion and cohesion. 相似文献
138.
Gendered patterns in mathematics and science interest emerge in early childhood, develop over time, and ultimately reflect advanced course selection in secondary education. During the crucial time adolescents become aware of their strengths and interests and specialize accordingly, they get the opportunity to participate in out-of-school learning programs such as mathematics and science competitions. This raises the question whether mathematics and science competitions contribute to gender equity by equally promoting female and male interests. In this article, we present a systematic review on gender differences and the mechanisms explaining success and failure in mathematics and science competitions. On an international level, we found large gender differences regarding participation in all Olympiads with the exception of the biology Olympiad. In fairs and national Olympiads, overall participation rates were not gendered as such, but females preferred biology topics whereas males preferred physics related topics. Male and female achievement in fairs was comparable, but males clearly outperformed female participants at the Olympiads, with the smallest differences in the biology Olympiad. Variables and theoretical frameworks explaining participation and achievement and the role of gender in mathematics and science competitions are discussed. We suggest that gender stereotypes, through their influence on self-concept and interest, play an important role in the mechanisms resulting in low female participation rates in and beyond mathematics and science competitions (especially in physics and chemistry). The mechanisms we found explaining female representation during a national selection competition might be considered as reflecting those in female mathematics or science careers and could thus serve as food for thought on countering the gender gap in mathematics and science. 相似文献
139.
This research focusses on the role of science educators in preparing technically educated graduates for their careers. A comparison
was made between the skills and abilities in science and technology students desired by industrial employers and whether New
Zealand graduates exhibit these qualities. To address some of the management-based issues identified by the research, the
design of a new Science and Technology Management course is outlined.
Specializations: science and technology education, co-operative education, development of professional skills.
Specializations: co-operative education programmes. 相似文献
140.