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81.
Vesna Bosilj Vukšić Mirjana Pejić Bach Aleš Popovič 《International Journal of Information Management》2013
The case(s) demonstrates the importance of business process management (BPM) and business intelligence systems (BIS) in achieving better firm performance. It has been well documented in the literature that research on the effectively usage and combination of knowledge from BPM and BIS in turbulent service environments is limited. In response, we conduct an exploratory comparative case study of four firms in banking and telecommunication industries that have implemented BPM initiative and BIS solution. Our results firstly highlight that actual results of applying BPM and BIS differ greatly from the results that were originally planned. Secondly, we find that BIS initiatives are usually driven by improving marketing and sales, while BPM initiatives are driven by improving business processes. Thirdly, we identify that there is a lack of strong commitment to using both systems for supporting performance management. 相似文献
82.
The purpose of this study is to explore not only the effect of context-based physics instruction on students’ achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual approaches) and teaching method (traditional and learning cycle methods). Thus, a 2?×?2 factorial design was performed with four treatment groups, including 131 11th-grade students: (1) a traditional method with the non-contextual approach group, (2) a traditional method with the contextual approach group, (3) a learning cycle with the non-contextual approach group, and (4) a learning cycle with the contextual approach group. Prior to and just after the treatments, which took 5 weeks, pre-tests and post-tests on student achievement and motivation were administered. For the analysis of data, multivariate analysis of covariance, simple regressions and follow-up analysis of covariances were performed. Consequently, it was found that the effect of context-based approach on physics achievement is dependent upon the teaching method implemented. That is, the traditional method was observed to increase the effect of the contextual approach while the learning cycle decreased it. Related to the effects on motivation in physics, no evidence was found to claim a significant difference. Based on the findings of this study, further research is suggested for determining which teaching methods are more effective with the context-based approach on students' achievement and motivation in physics. 相似文献
83.
Sanja Tatalović Vorkapić Lidija Vujičić 《Early Years: An International Journal of Research and Development》2013,33(1):33-44
Constant changes in a modern world and scientific knowledge from the growing field of Positive Psychology appear to make a previously unheeded contribution to preschool teacher competences. The aim of this study was to explore preschool teachers' opinions concerning the need for positive psychology knowledge and its implementation. A nine-item pool was used on a sample of 49 preschool teachers (mean age 33) enrolled in a graduate programme of early and preschool care and education in Rijeka. Overall, preschool teachers liked this subject very much and thought it was needed very much for their profession at all work levels. Also, they viewed the positive psychology findings as very useful and applicable in their work, and especially in their work with children. Finally, they saw lots of implementation possibilities in Croatian kindergartens. 相似文献
84.
Robi Kroflič 《Pastoral Care in Education》2013,31(3):263-280
Postmodern pedagogy is constantly confronted with Lyotard’s condemnation of grand narratives found in the philosophy of modernity, on the basis of which basic patterns of moral education were developed. In searching for new answers to the question of how education can prepare individuals for life in an age of late modernity, this paper presents the idea of approaching identity and moral development through the inductive educational approach and highlights the importance of education through the arts in the latter, especially in view of the theoretical notion of aesthetics as ethics of postmodernity. In an age in which artistic creativity is deemed less important than acquiring competences aimed at technological development, it is crucial to provide a clear answer as to why and how different art practices may exert an influence on the full development of a child’s personality. In order to demonstrate the meaning of artistic experience in general education, one must seek arguments supporting the intrinsic value of the artistic experience. This paper stresses the meaning of artistic experience as a means of communication providing both the artist and the art recipient with the opportunity for personal fulfilment. In this context, Aristotle’s concept of mimesis and its role in education through the arts is emphasised as part of the comprehensive inductive educational approach. The argument is illustrated with some qualitative data from the implementation of a project in Kindergarten Vodmat, Ljubljana, Slovenia, using the inductive educational approach and art as a tool for cultural enrichment of pre-school children. 相似文献
85.
Barica Marentič Požarnik Majda Skerbinek Slava Murko Justina Mlinar 《Educational Action Research》2013,21(3):469-486
ABSTRACT In 1990, a group of Slovenian researchers and teachers from eight elementary schools joined the international project Environment and School Initiatives, co‐ordinated by OECD/CERI. This paper presents some dilemmas and insights resulting from the co‐operation of ‘pedagogical support persons’ with teachers during the project, using the action research paradigm which presupposes a partnership relation and mutual learning of all involved. The paper has two parts. The first part deals with the rationale of educational support and with some dilemmas encountered, such as: What is action in action research on environmental education? How to help teachers develop initiative and self‐confidence in doing action research? (avoiding the trap of giving recipes, but also another trap of giving “freedom” where teachers needed genuine help and direct feed‐back on what they were doing). The second part is a case study of one of the Slovenian projects, illustrating the problematic nature of the relationship between action and reflection, between making others understand the underlying complexity of environmental problems and developing one's own deep understanding. The process of maturing and developing genuine communication is illustrated by quotations and interpretations from the perspective of all “three circles’: the pupil's, the teacher's and the support person's. to condemn, but not so easy to understand. I may illustrate this from my experience, but first I shall proceed with my interview. 相似文献
86.
The adequate preparation of teacher education students in environmental education is a prerequisite for their future ability to design and implement effective environmental education. This longitudinal study compared the environmental literacy of 214 students at the onset and towards the end of their studies, in three academic colleges of education in Israel. A questionnaire and a paired pre‐test–post‐test design were used to explore environmental literacy variables and their perceptions regarding the contribution of their college studies to their environmental literacy and worldviews. Students towards the end of their studies reported increased involvement in most of the study’s environmental behaviour categories as compared to the beginning. Despite this, the pattern characterizing their environmental behaviour did not change: a negative relationship was found between the frequency at which they engaged in different behaviour categories and the environmental‐commitment‐level of the corresponding category. Overall, while their environmental attitudes were positive, both as beginning and advanced students, their level of environmental knowledge remained low. Advanced students noted the limited contribution of their studies to the development of their environmental literacy and worldviews. In spite of the improvement in students’ environmental literacy over the course of their studies, the levels of their environmental literacy towards the end of studies are still inadequate for educators. The findings from this study are of relevance to decision makers bringing environmental education into the policy of teacher education institutions, and for program developers, on effective directions for integrating environmental education given the structures and frameworks of current programs. 相似文献
87.
Genutė Gedvilienė Vidmantas Tūtlys Vilija Lukošūnienė Vaiva Zuzevičiūtė 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):465-487
The Baltic countries regained their independence from the Soviet Union in the early 1990s and joined the European Union in 2004. This article seeks to explore institutional development and reforms of adult education and lifelong learning in Lithuania with respect to the processes, the actors and the context of socioeconomic change over the past 20 years. It also looks at the implications of these processes for the professionalisation of adult educators, referred to here as “adult learning teachers” (ALTs). The authors begin with an analysis of the historical-institutional and political-economical aspects of the development of adult education and lifelong learning by providing a retrospective of institutional change in Lithuania. They then move on to analyse the existing institutional and legal arrangements of adult education which shape and institutionalise the profession and qualifications of ALTs. Their empirical research reveals the opinions of Lithuanian ALTs on their current professional occupational profile and its future development. 相似文献
88.
89.
Světlana Hanušová Michaela Píšová Tomáš Kohoutek Eva Minaříková Stanislav Ježek Tomáš Janík Jan Mareš Miroslav Janík 《European Journal of Education》2020,55(2):275-291
The current paper presents the results of the first research study of drop-out intentions of novice teachers in the Czech Republic. The study focuses on the reported satisfaction of novice teachers in primary and lower secondary schools with external factors that influence their socialisation and that can be seen as predictors of novice teachers' decision to stay in their current school. In the paper we present the results of quantitative research conducted in 2015–2017. Our main findings include the key significance of factors at the school level, especially the influence of school culture and climate, cooperation with colleagues and leadership. We conclude that in the Czech context teachers tend to stay in schools provided that they work in a well-functioning school, with cooperative colleagues and good head teachers. 相似文献
90.
Ivana Miočić Marija Brajdić Vuković Jasminka Ledić 《European Journal of Education》2020,55(4):560-572
This article reports on a study in which a new conceptual framework for fostering a positive attitude towards teaching in higher education (PATTHE) was developed. The PATTHE framework builds on a holistic four-dimensional theoretical concept and is not limited by the specificity of teaching within a particular discipline or national higher education context. The four dimensions of PATTHE pertain to (a) emotional dimension, (b) professional development, (c) constructivist approaches to teaching, and (d) the teaching and research nexus; all of which are relevant for empowering quality teaching at personal, institutional and/or national higher education policy levels. The purpose of our study was to test and analyse this conceptual framework. Creative qualitative research methods were used including identification of keywords, evoking participant opinions through visual materials, reactions to vignettes, and by documenting discussions regarding the proposed PATTHE conceptual framework. A purposive and critically informed approach was used for the selection of twelve higher education experts as research participants. Responses from the selected education developers were collected through an online protocol system. Research results revealed that participant reflections on a positive attitude towards teaching showed a high level of agreement with the proposed conceptual framework; the proposed theoretical concept is thereby deemed well-constructed and acceptable with minimal extensions. 相似文献