A comparison of influence strategies utilized by managers in American and Japanese organizations

This study is a preliminary investigation of computer‐mediated communication (CMC) as a functional alternative to face‐to‐face communication. We examined the relationships between motives for using the Internet as a CMC channel and motives for face‐to‐face interactions as well as the influence of locus of control and communication apprehension as antecedents of face‐to‐face and mediated interactions. We surveyed a sample (N=132) of Internet users and tested the hypothesis that no differences exist between CMC and interpersonal communication motives (i.e., that they would be functional alternatives). We also used MANOVA and ANOVA procedures to see if main and interaction effects existed for high and low locus of control and high and low CMC apprehension respondents on interpersonal and media motives. Results indicated CMC Apprehension main effect differences for communication motives, and that use of the Internet as a communication channel is not perceived as a functional alternative to face‐to‐face communication.     

Personality Characteristics,Belief Systems,and Cognitive Performance of Exiting Teacher Education Students

This study examined relationships within and between measures of personality characteristics, personal and teaching practices beliefs, levels of dogmatism, and cognitive out-comes (NTE scores and GPA) for a sample (n=63) of teacher education students at the time of exiting a teacher education program. Moderate, negative correlations were established between dogmatism and the cognitive outcomes. Teaching practices beliefs consistent with the philosophy of John Dewey were positively related to both NTE scores and GPA, but were inversely related to dogmatic beliefs. Personality characteristics were essentially unrelated to the cognitive outcomes examined, but were consistently found to relate positively to dogmatism scores. Other results of the study questioned the subscale independence of the personality measure used. Results were interpreted in terms of past research with the various cognitive and affective measures used and implications for teacher education program planners and evaluators were discussed.     

Computer Simulations to Support Science Instruction and Learning: A critical review of the literature

Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention.     

Canadian school programs for students with emotional/behavioural disorders: A Decade of programs,policies, and practice

ABSTRACT

The purpose of this project was to examine programs and services for students with emotional/behavioural disorders (E/BD) across Canada. It is a replication of a survey undertaken a decade prior intended to examine similarities and differences in Canada’s provinces and territories, as well as exploring overall changes to policy and process in this period of time. Nine jurisdictions participated in this 2014 iteration of the cross-Canada electronic survey requesting information on services, policies, and practices for students with E/BD in the K-12 school systems from key stakeholders in jurisdictional ministries. Overall themes were captured, as well as unique highlights in each participating jurisdiction. Continued movement away from diagnosis, identification, and categorization is evident; however, little consistency has been attained across the country. Key issues are discussed along with recommendations moving forward.     

Transformational Leadership: The Nexus Between Faith and Classroom Leadership

Transformational leadership is well documented in organizational and business literature. Classroom and faith-based applications are more recent phenomena. The authors of this mixed-methods study explored professor behaviors and characteristics perceived as transformational in students' faith and focused on transformational leadership in the classroom at a faith-based institution. Thirty-four undergraduate students completed surveys containing open-ended and forced-choice questions; the findings highlighted the importance of compassion, optimism, encouragement, and openness as behaviors that facilitated faith transformation.     

University Mathematics and Science Faculty Modeling Their Understanding of Reform Based Instruction in a Teacher Preparation Program: Voices of Faculty and Teacher Candidates

This study was conducted in a reform-based mathematics and science teacher education program in the USA, the Maryland Collaborative for Teacher Preparation(MCTP). The goal of the undergraduate program was to prepare upper elementary/middle level specialists in mathematics and science. One significant aspect of the MCTP was the expectation that the program's professors (in mathematics and science) would model a new vision of effective pedagogy based on reform-based recommendations. We determined, in general, that the program's mathematics and science content professors accepted the dual role of modeling effective instruction at the same time they were delivering content. However, this dual responsibility raised in their minds an ‘issue of appropriate balance’ between content and pedagogical foci in their courses. Previously, the professors' had not questioned a focus heavily tilted toward content coverage. We also determined that the program's teacher candidates believed that the mathematics and science professors modeled effective instruction. One of the primary reasons that the teacher candidates believed that their professors were modeling effective instruction was that the focus in the courses was primarily on conceptual understanding, not memorization. A major implication was that the professors' modeling of reform-based instruction prompted the teacher candidates to develop a new vision of mathematics and science teaching shaped by their professors' example.     

Digital Citizenship: You Can’t Go Home Again

In the July/August 2011 edition of TechTrends, a group of AECT members and academic professionals explored the state of digital citizenship for students in K-12 through an article entitled: Digital Citizenship in K-12: It Takes a Village. Identified was a significant need for digital citizenship awareness by parents, educators, and students through a series of interviews, exploration of resources, reports, and surveys. In this current article, the purpose is to provide an updated perspective of the state of digital citizenship in the K-12 academic and professional environments as gathered from re-administering the 2010 survey and interviewing experts quoted in the 2010 article. Results showed the need for teaching digital citizenship at an earlier age, improved digital citizenship awareness by both educators and administrators, and a continued focus on the misuse and abuse of technology.     

The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the early childhood longitudinal study

This study explores the impacts of selected early science experiences in kindergarten (frequency and duration of teachers' teaching of science, availability of sand/water table and science areas, and children's participation in cooking and science equipment activities) on children's science achievement in kindergarten and third grade using data for 8,642 children from the Early Childhood Longitudinal Study‐Kindergarten cohort (ECLS‐K). A theoretical model that depicts the relationships between the study variables was developed and tested using structural equation modeling. Results demonstrated that availability of science materials in kindergarten classrooms facilitated teachers' teaching of science and children's participation in science activities. Likewise, the frequency and the duration of kindergarten science teaching was a significant predictor of children's science activities but not of the children's end of kindergarten science achievement scores. Children's engagement with science activities that involved using science equipment also was not a significant predictor of their end of kindergarten science achievement. However, children's participation in cooking activities was. Children's prior knowledge, motivation, socio‐economic status, and gender were all statistically significant predictors of their science achievement at the end of kindergarten and end of third grade. Results of this study indicate that early science experiences provided in kindergarten are not strong predictors of children's immediate and later science achievement. Findings of the study suggest that the limited time and nature of science instruction might be related to the limited effect of the science experiences. Implications for teacher education programs and educational policy development are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 217–235, 2011