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51.
Marco Kools Pierre Gouëdard Bert George Bram Steijn Victor Bekkers Louise Stoll 《European Journal of Education》2019,54(3):426-442
Does the school as a learning organisation affect staff outcomes? This article examines the relationship between the school as a learning organisation and staff job satisfaction and the school's responsiveness to staff needs using a purposefully designed “Schools as Learning Organisations Survey” completed as part of an OECD study in Wales. A positive and significant relationship is found between the school as a learning organisation and both job satisfaction of staff—that is school leaders, teachers and teaching support staff—and the school's responsiveness to staff needs. The article proposes ways of realising these outcomes and identifies areas for further research. Policy makers, school staff and other stakeholders in education and other public sectors internationally can use these findings as supporting evidence in recommending people to develop their organisations into learning organisations, given the potential benefits for employees and the organisation at large. 相似文献
52.
Victor L. Pollak 《Journal of Science Education and Technology》1993,2(4):513-519
In these two essays we explore the questions: what are the essential features of a workable context for science education? What are the givens, the “of courses,” the “fundamental dispositions” toward science and toward education necessary — or at least sufficient — to provide a fertile ground upon which a functional approach to science education can be established? In the present essay it is argued first that science education must reflect that science is a way of thinking — in fact, more comprehensively, a way of being; and second, and that the fundamentally antiauthoritarian spirit of science must be reconciled with education, with its built-in tendency to be authoritarian. 相似文献
53.
Randy V. Bradley Chetan S. Sankar Howard R. Clayton Victor W. Mbarika P. K. Raju 《Decision Sciences Journal of Innovative Education》2007,5(1):151-168
Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes. 相似文献
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Marco Kools Louise Stoll Bert George Bram Steijn Victor Bekkers Pierre Gouëdard 《European Journal of Education》2020,55(1):24-42
A growing body of scholars, educators and policy makers has argued for reconceptualising schools as “learning organisations” in the last 25 years as. However, a lack of clarity on the concept has hindered its advance in theory and practice. This study responds to this problem by developing a schools as learning organisations scale that expands and clarifies the concept on several points. Drawing on survey data (nschool staff = 1,703) from Wales (UK), it examines the key characteristics of a school as a learning organisation through a principal component analysis and reliability analysis. The results showed that such a school is associated with eight dimensions: (a) a shared vision centred on the learning of all students, (b) partners contributing to school vision, (c) continuous learning opportunities, (d) team learning and collaboration, (e) a culture of enquiry, innovation and exploration, (f) systems for collecting and exchanging knowledge and learning, (g) learning with and from the external environment, and (h) modelling learning leadership. The resulting 65-item scale demonstrated good psychometric qualities. A reliable and valid schools as learning organisations scale can help enhance our understanding of the concept. The scale can also be used by school leaders, teachers and all others wanting to develop a thriving learning culture in their schools. 相似文献
57.
Tertiary Education and Management - Although they have been developed for a variety of purposes, classification systems for tertiary or postsecondary education institutions offer a foundation for... 相似文献
58.
Karen Markey Professor Fritz Swanson Lecturer Andrea Jenkins Programmer Brian Jennings Programmer Beth St. Jean Graduate Student Research Assistant Victor Rosenberg Associate Professor Xingxing Yao Graduate Student Research Assistant Robert Frost Associate Professor 《The Journal of Academic Librarianship》2009,35(4):303-313
This exploratory study examines whether undergraduate students will play games to learn how to conduct library research. Results indicate that students will play games that are an integral component of the course curriculum and enable them to accomplish overall course goals at the same time they learn about library research. 相似文献
59.
Anthony Lyons Gosia Mikolajczak Wendy Heywood Bianca Fileborn Victor Minichiello Sharron Hinchliff 《Educational gerontology》2018,44(2-3):186-195
Sexually transmitted infections (STIs) have risen among older people in Australia and other countries. To guide future initiatives, we examined sources of information that older people use or are willing to use for knowledge about safer sex and STIs, including whether there are any gender differences. A total of 2137 Australian adults aged 60+ years completed a nationwide survey. Analyses focused on participants who were at risk of an STI (n = 686; 220 women and 466 men). Overall, information-seeking on STIs in the last year was low (18% men; 15% women). When sought, common sources included general media outlets (e.g., magazines, TV), healthcare providers (HCPs), and the Internet. HCPs were the most relied upon source among both women and men. Brochures, websites, and HCPs were rated highest as future sources; however, women indicated they were more willing than men to have information provided by brochures and websites. STI information-seeking was generally low, but there was willingness among both men and women to use a range of sources for gaining future information. 相似文献
60.
Sarah L. Rodriguez Kelty T. Garbee Ryan A. Miller Victor B. Saenz 《Community College Journal of Research & Practice》2018,42(4):229-244
This study explored how administrators at community colleges conceptualized change related to resource allocation and managing competing priorities to support targeted programming for Latino men. The study included the perspectives of 39 administrators from seven community colleges across Texas using concepts associated with institutional change to ground our analysis. Findings revealed that state and national initiatives, particularly those concerned with enhancing success for students of color, influenced how community college administrators approached change on their campuses. In addition, community college institutional mission, leadership, and a desire for data-informed resource management influenced the approach to resource allocation for Latino men. 相似文献