The role of team behavioral integration and cohesion in shaping individual improvisation

The notion of improvisation has recently emerged in managerial studies as a viable answer to flexibly dealing with unexpected occurrences. Nonetheless, research on improvisation has essentially approached the issue through a metaphorical framework, and has regularly relied on conceptual frameworks residing either at the individual or the team-level. We investigate how team-level processes affect individual improvisation in complex project domains. Using data from 138 team leaders and members belonging to 38 information systems development teams, we test cross-level hypotheses through hierarchical linear modeling. Team behavioral integration and team cohesion positively affect individual improvisation. Moreover, cohesion positively moderates the influence of team behavioral integration on individual improvisation. In concluding this paper we offer theoretical and practical implications.     

An exploration of Outward Bound New Zealand’s organisational culture

This article examines the key factors of organisational culture (artefacts, values and beliefs, and core assumptions) that have led to the development of Outward Bound New Zealand (OBNZ) over the past 50 years. Primary data for this case study were obtained through the use of semi-structured, in-depth interviews with past and present school and executive directors. A key finding is that OBNZ, founded on the beliefs of the German educator Kurt Hahn, has reviewed its values and formalised these into the ‘fundamentals’ of greatness, compassion, responsibility and integrity. Important visible symbols of the OBNZ brand are the badge, the logo with ‘to serve, to strive and not to yield’ and the cutter. The core assumption is still focused on self-discovery and the Outward Bound motto ‘there’s more to you than you think’. Internationally, Outward Bound course length has declined to just 4 days compared with OBNZ’s average of 14 days. In contrast, OBNZ has remained true to Hahn’s original belief, the ‘fundamental’ values, core assumptions and the Standard/Classic (three-week) course. These findings have implications for the development of outdoor adventure education and business organisations’ culture and leadership.     

Bullying and social support: variation by school-type and emotional or behavioural disturbances

The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with BD and co-morbid co-occurring emotional and behavioural disturbances (ED + BD) reported elevated levels of bullying, while students with ED and co-morbid ED + BD reported elevated levels of victimisation. Enhanced levels of overt victimisation were also found in adolescents from special schools. Students from special schools perceived less peer support but more teacher support. Furthermore, adolescents with co-morbid ED + BD were least likely to tell teachers about being victimised. It is concluded that bullying interventions for adolescents with EBD and students from special schools need to be implemented and evaluated.     

Worked examples with errors: when self-explanation prompts hinder learning of teachers diagnostic competences on problem-based learning

To diagnose classroom situations is crucial for teachers’ everyday practice. The approach of worked examples with errors seems promising to support the diagnosis of classroom situations in student teachers (Stark et al. in Learn Instr 21(1):22–33, 2011). To enhance that approach, error-explanation prompts and an adaptable feedback method to help the learner realize why an error happened and how to prevent a recurrence might be beneficial. In this empirical study, we investigated whether error-explanation prompts and adaptable feedback can facilitate diagnostic competences. N = 108 student teachers took part in a 2 × 2 factorial design (with and without error-explanation prompts as well as with and without adaptable feedback). Error-explanation prompts had a positive effect on declarative-conceptual knowledge if combined with adaptable feedback. Student teachers might have realized a lack of basic concepts and focused their attention on the declarative-conceptual knowledge in the feedback. Contrary to our expectations, however, error-explanation prompts hindered rather than facilitated learning of practical diagnostic knowledge.     

Übereinstimmung,Variabilität und Reliabilität von Schülerurteilen zur Unterrichtsqualität auf Schulebene

Using student ratings to assess instructional quality of schools should fulfill three requirements: (1) an appropriate level of inter-rater agreement within schools, (2) systematic variance of student ratings between schools, (3) an adequate reliability level of aggregated student ratings. Using international PISA-data (2000–2012; 81 countries, over 55,300 schools, over 1.3 million 15-year olds) this study investigated how these requirements were met regarding indicators of instructional quality (classroom management, cognitive activation, individual learning support). We computed the interrater agreement index r_WG(J), as well as the intraclass correlations ICC(1) and ICC(2). Our results showed that (1) student ratings demonstrated a moderate or strong level of agreement for most indicators of instructional quality and (2) instructional quality assessed by students varied systematically between schools. Yet, (3) reliability of aggregated student ratings was not sufficient in many countries. We discuss these results regarding conventions to evaluate agreement, variability, and reliability of student ratings at the school level.     

Comparison of 3D reconstructive technologies used for morphometric research and the translation of knowledge using a decision matrix

The use of three‐dimensional (3D) models for education, pre‐operative assessment, presurgical planning, and measurement have become more prevalent. With the increase in prevalence of 3D models there has also been an increase in 3D reconstructive software programs that are used to create these models. These software programs differ in reconstruction concepts, operating system requirements, user features, cost, and no one program has emerged as the standard. The purpose of this study was to conduct a systematic comparison of three widely available 3D reconstructive software programs, Amira^®, OsiriX, and Mimics^®, with respect to the software's ability to be used in two broad themes: morphometric research and education to translate morphological knowledge. Cost, system requirements, and inherent features of each program were compared. A novel concept selection tool, a decision matrix, was used to objectify comparisons of usability of the interface, quality of the output, and efficiency of the tools. Findings indicate that Mimics was the best‐suited program for construction of 3D anatomical models and morphometric analysis, but for creating a learning tool the results were less clear. OsiriX was very user‐friendly; however, it had limited capabilities. Conversely, although Amira had endless potential and could create complex dynamic videos, it had a challenging interface. These results provide a resource for morphometric researchers and educators to assist the selection of appropriate reconstruction programs when starting a new 3D modeling project. Anat Sci Educ 6: 393–403. © 2013 American Association of Anatomists.     

Headteachers’ readings of and responses to disadvantaged contexts: evidence from English primary schools

Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantaged English primary schools to explore how they understand and articulate the contexts in which their schools operate and how this knowledge is translated into strategies for organising curriculum, pedagogy and other school processes. These headteachers observed context through the lens of the behaviour of parents and children in relation to school, contrasting it with an assumed middle‐class normality. More critical perspectives on families' social and economic position or on the contribution of school practice to educational exclusion were largely absent. School responses were many and varied but, given the constraints of budgets, market and performative pressures, were unlikely to substantially transform the educational experiences and outcomes of disadvantaged students. We point to the continuing need for more contextualised funding mechanisms and policies to improve schools in disadvantaged areas and also, in the light of devolution to schools, to the need to develop mechanisms of support to headteachers to help them to develop critical understandings of context and to reflect on school process and practices in the light of these understandings.