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81.
Robert Klassen Elaine Wilson Angela F. Y. Siu Wanwisa Hannok Marina W. Wong Nongkran Wongsri Panwadee Sonthisap Chaleosri Pibulchol Yanisa Buranachaitavee Anchalee Jansem 《European Journal of Psychology of Education - EJPE》2013,28(4):1289-1309
In this study, we examine the teaching-related stress, self-efficacy, and occupational commitment of preservice teachers from two culturally western and two culturally eastern countries. The sample included 1,187 participants from Canada (n?=?379), England (n?=?203), Hong Kong (n?=?211), and Thailand (n?=?394). Self-efficacy partially reduced (mediated) the effect of stress from student behavior and from workload on commitment in three of four contexts. Mediation tests with country as moderator revealed significant differences in the strength of the mediating effect across the four contexts. The results suggest that teachers’ self-efficacy changes the way in which work stress influences the commitment to continue teaching, although cultural milieu influences the nature of the relationship according to context. 相似文献
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The arrival of underprepared freshmen to a high school presents a host of challenges for all stakeholders. West High School in Bakersfield, California, responded to a problem of academic failure of a significant number of freshmen by developing and implementing a Freshman Academy for underprepared students entering the 9th grade. During two years of this intervention, the school experienced improvement in the matriculation rate, an increase in literacy skills, and a reduction in student suspensions. The Freshman Academy identified students’ academic and nonacademic needs and provided a supportive learning environment to help address these needs in a way that led to successful promotion through high school. Two critical attributes of this approach are teacher efficacy and teacher collaboration. 相似文献
83.
Jorge G. Ruiz Syeda S. Qadri Marina Karides Carmen Castillo Marcos Milanez Bernard A. Roos 《Educational gerontology》2013,39(7):634-652
Electronic portfolios (ePortfolios) can be useful for evaluating and documenting mastery of competencies. We investigated geriatric medicine fellows' perceptions of an ePortfolio. We conducted surveys and focus groups followed by quantitative and qualitative data analysis. Our study revealed that fellows considered the ePortfolio acceptable and accessible. Fellows reflected on aspects relevant to postgraduate training and future practice and documented adherence to competencies. However, fellows expressed resentment about the self-reflection component, which interfered with the overall acceptance of the ePortfolio. Although ePortfolios can be powerful and reflective tools for competency assessment, care must be taken in their implementation. 相似文献
84.
Venkatraman Chandra-Mouli Marina Plesons Alka Barua Aparajita Gogoi Manju Katoch Mohammed Ziauddin 《American journal of sexuality education》2018,13(2):147-169
Since 2006, Udaan—a school-based adolescent education program in Jharkhand, India—was the only at-scale state-run program in the country. To determine factors that contributed to Udaan's scale-up and longevity, this study drew information from programmatic reports and interviews with the Centre for Catalyzing Change staff. Key factors for Udaan's success included an enabling policy environment, a willing government that supported and operationalized the program, a knowledgeable and committed NGO partner, sustained funding, and a commitment to constant improvement through evaluation. Udaan provides an example of a well-designed, implemented, and evaluated school-based adolescent health program that has been operating at scale over a sustained period. Other programs in India and elsewhere can benefit from learning from Udaan's experience. 相似文献
85.
Yonghee Cho Tugrul U. Daim Marina Dabic 《The Journal of High Technology Management Research》2017,28(2):208-220
Technological innovation plays a critical role in economic growth. The most advanced and new technologies are created by leading firms in developed countries. Global expansion, strategic outsourcing or off-shoring in leading companies has been growing to enrich their competitive advantage, while technology transfer of leading firms has been of more interest to emerging or developing countries for catching up and following the trajectory of economic growth proved in developed countries. Among various channels to acquire new technologies from leading firms, foreign direct investments (FDI) is one of the most effective channels through which technology can be transferred to subsidiaries in emerging markets. However, empirical study on the roles of technology transfer and the feedback loop from FDI remains still scarce. Thus, the purpose of this study is to analyze the effects of FDI on businesses in partial or complete foreign ownership, with a special emphasis on technology transfer, and to assess the impact of foreign companies on domestic firm performance through technology transfer from foreign companies. This paper aims at investigating the investment climate for foreign investments and intensifying technology transfers and innovations in the Croatian economy. 145 firms responded to the survey we conducted for foreign investment enterprises in Croatia. Structural equation model is employed to examine the hypotheses with respect to effects of FDI on innovation activities of domestic Croatian firms. This study identified critical factors affecting technology innovation to Croatian firms. The results provide empirical evidence that the innovation activities in subsidiaries have a positive influence toward technology transfer from multinational corporations. 相似文献
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This study examined the relationships among peer alignment (the feeling that one is similar in important ways to one's engineering peers), instructor connectedness (the sense that one knows and looks up to academic staff/faculty members in the department), self-efficacy for engineering class work (confidence in one's ability to successfully complete engineering class work), and engineering students' satisfaction with the major. A total of 135 sophomore (second-year university students) and junior (third-year students) engineering students were surveyed to measure these three variables. A multiple regression analysis showed that self-efficacy, peer alignment, and instructor connectedness predicted student satisfaction with the major, and that self-efficacy acted as a mediator between both peer alignment and instructor connectedness on the one hand, and satisfaction on the other. The authors offer suggestions for practice based on the results. 相似文献