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101.
Heewon Kim Jennifer L. Gibbs Craig R. Scott 《Journal of Applied Communication Research》2019,47(1):47-68
Organizational awareness has been viewed as a critical factor in facilitating collaboration and knowledge sharing, particularly among dispersed workers. Drawing on the findings of three studies, we disentangle the complex nature of organizational awareness, with a focus on its role in distributed knowledge sharing. First, we developed and validated an organizational awareness scale to investigate organizational awareness as a multidimensional construct that consists of availability awareness, task awareness, and social awareness. Second, employing the scale, we examined the relationships among organizational awareness, the use of enterprise social media (ESM), and knowledge acquisition in a global organization. The results of structural equation modeling demonstrated that ESM use was positively linked to distributed workers’ task awareness, which subsequently enhanced knowledge acquisition. Lastly, interview findings revealed how task awareness was cultivated by ESM use. Synthesizing the findings, we offer detailed accounts of organizational awareness and its relationships with dispersed workers’ knowledge sharing practice. 相似文献
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Lisa Gibbs Jane Nursey Janette Cook Greg Ireton Nathan Alkemade Michelle Roberts H. Colin Gallagher Richard Bryant Karen Block Robyn Molyneaux David Forbes 《Child development》2019,90(4):1402-1412
Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster-affected primary schools 2–4 years after the disaster (n = 24,642; 9–12 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential. 相似文献
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The purpose of this study was to see if systematic contrasts in educational culture and curricular emphases might affect the underlying structure of teachers' attributions for children's behaviour. Thus, responses to a questionnaire developed from earlier work by Miller and colleagues (2000, 2002) were gathered from primary and secondary school teachers in England and the Republic of Ireland. Exploratory factor analyses revealed that teachers participating in the study appear to have attributed pupils' misbehaviour at least as much to teachers' and adult behaviours as much as to any distinctive parental or home factors. The structure of primary and secondary teachers' attributions appears to have differed, with primary teachers distinguishing between their own and parental influences on children's behaviour. However, contrary to expectation the demands of the curriculum did not seem to have figured highly in these teachers' perception of causes of misbehaviour. Finally, some speculations on possible differences in relative weighting between English and Irish teachers' views are offered. Teachers in the Republic of Ireland appear to have attached greater importance to children's personalities and pressures on children. Further, teachers in primary schools in England seem to have rated their classroom management strategies and other more general adult behaviours as more important associates of behaviour than did their counterparts in the Republic of Ireland. The implications of the findings are discussed in relation to cultural and curricular differences and teachers' constructions of behaviour and special educational needs. 相似文献
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In learning about the world children must not only make inferences based on minimal evidence, but must deal with conflicting evidence and question those initial inferences when they appear to be wrong. Four experiments (N = 144) found that young children were significantly more likely to revise their initial inferences when conflicting evidence was explicitly demonstrated for them. Four- and five-year-old children saw deterministic evidence about which objects had causal powers, and then saw counterevidence conflicting with that initial pattern. Critically, the conflicting evidence was either demonstrated communicatively and pedagogically, or produced in an intentional but nonpedagogical manner. Only when evidence was explicitly demonstrated for them did children revise their initial hypothesis and use a subtle clue to infer the correct rule. 相似文献
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Kimberley L. Way Angelo Sabag Angela S. Lee Stephen M. Twigg Nathan A. Johnson 《运动与健康科学(英文)》2021,10(4):510-512
Dear editor,
We thank Lopes et al.1 for their interest in our study and for writing an insightful commentary based on our findings, which were recently publishe... 相似文献
109.
This study employs data from both kindergarten cohorts of the Early Childhood Longitudinal Study (n ~ 12,450 in 1998; n ~ 11,000 in 2010) to assess whether associations between preschool participation and children's academic and behavioral outcomes—both at school entry (Mage = 5.6 years in both cohorts) and through third grade—have changed over time. Findings are strikingly similar across these two, nationally representative, U.S. cohorts: preschool is positively associated with academic outcomes and negatively associated with behavioral outcomes both at school entry and as children progress through school. Heterogeneity is documented with respect to child and preschool characteristics. However, there is no evidence that associations between preschool and medium-term child outcomes differ by elementary school characteristics. 相似文献
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