高校教师心理授权与工作卷入的关系研究

采用心理授权及工作卷入量表对185名高校教师进行问卷调查。结果表明,心理授权水平与工作卷入间有密切关系,表现在：心理授权各维度与工作卷入均有显著正相关,进一步回归分析表明,职称、工作意义、自我效能及工作影响对工作卷入有显著的正向预测作用。探讨高校教师心理授权水平对工作卷入的影响,找出提高教师工作卷入的方法,可以为最终提高高校教师教学水平及工作绩效提供借鉴,具有重要的理论及现实意义。     

Video production as a tool for raising educator awareness about collaborative teacher–parent partnerships

Background:?This article describes research undertaken with teachers working in a South African township school, where parental involvement is a persistent problematic issue.

Purpose:?The purpose of the study was to explore the use of video production as a tool for assisting teachers to explore their perceptions about parental involvement in education and how these perceptions impact on their relationships with parents.

Sample:?Nine teachers participated voluntarily in the study, seven from two different primary schools and two from the high school in the township. All the teachers were isiXhosa speaking and had grown up in communities similar to the one in which the school was situated.

Design and methods:?Following a participatory research approach, we guided the participating teachers to design and produce short videos about issues that they perceived to impact negatively on their teaching and learning. We then facilitated critical reflection on these videos, specifically exploring how they had portrayed the teacher–parent relationship in each case.

Results:?Through a content analysis of a structured focus group and their written responses to questions, we identified emergent themes that made it apparent that the participating teachers viewed parents in a negative light, indicating a lack of the respect that would be required for the formation and sustainment of co-operative relationships. These themes were then used to facilitate discussion to raise teacher awareness of how the teachers' perceptions of parents could hinder meaningful parental involvement.

Conclusion:?The article offers an example of how visual methodologies can be useful tools for beginning to raise teacher awareness around issues, as a precursor to helping teachers to take action to improve a given situation.     

公司创业投资与企业技术创新——吸收能力、卷入强度和治理结构的调节作用

把公司创业投资(CVC)的相关三方(老牌企业、CVC项目、CVC投资的创业企业)纳入整体框架,聚焦于研究CVC投资组合公司数量对企业技术创新的影响以及吸收能力、卷入强度和CVC项目治理结构对两者关系的调节作用。基于沪深主板62家上市企业2000—2011年期间进行的471次CVC投资活动所构成的非平衡面板数据,采用负二项回归模型进行了实证检验。研究发现:CVC投资组合公司数量与企业技术创新之间存在线性关系而不是倒U型关系,老牌企业的吸收能力、卷入强度对两者的关系具有积极的调节作用。同样的CVC投资组合公司数量,吸收能力越高的企业技术创新效率越高;在低卷入强度下,CVC投资组合公司数量与企业技术创新之间的关系甚至被反转为负相关。     

不同类型产品的大规模定制策略研究

根据策略和产品类型的相关性,研究了大规模定制策略和产品的分类;给出了产品类型与大规模定制策略之间的对应关系。这种“产品-策略”对应关系有利于企业根据实际情况制定合理的大规模定制策略。     

政府在社会组织评估中作用的思考

社会组织的快速发展使得对社会组织的评估显得日益重要起来。在社会组织评估中政府应该发挥怎样的作用成为各方关注的问题。本文以德国、菲律宾、美国和中国香港的案例分析为基础,根据政府在社会组织评估中参与程度将评估模式分为政府完全参与型、部分参与型、不参与型三种类型,并提出中国评估模式的建立,可能会由政府完全参与型为开始,其他类型逐步普及并完善。     

A Structural Equation Model of Parental Involvement,Motivational and Aptitudinal Characteristics,and Academic Achievement

The authors used the structural equation model (SEM) approach to test a model hypothesizing the influence of parental involvement on students' academic aptitudes, self-concept, and causal attributions, as well as the influence of the 3 variables on academic achievement. The theoretical model was contrasted in a group of 12- to 18-year-old adolescents (N = 261) attending various educational centers. The results indicate that (a) parental involvement had a positive and significant influence on the participant's measured characteristics; (b) causal attribution was not causally related to self-concept or academic achievement when the task involved finding causes for success, but, self-concept and causal attributions were found to be significantly and reciprocally related when the task involved finding causes accounting for failure; (c) self-concept was statistically and predominantly causally related to academic achievement, but not vice versa; and (d) aptitude and self-concept accounted for academic achievement, although the effect of self-concept was predominant. These results suggest that in adolescence, cognitive-affective variables become crucial in accounting for academic behavior.     

Family Literacy Programs: Where Have They Come from and Where Are They Going?

Family literacy programs in North America and the United Kingdom have enjoyed widespread public and political support. Thousands of initiatives following a variety of models currently operate under the spectrum of family literacy programs. In edthis paper, the influence of learning theories, the research on children’s early literacy development, and the sociopolitical context with gave rise to the intervention movement, will be reviewed with respect to their impact on current models of family literacy programs. The research on program evaluation is also considered, and is related to current practice and future directions in family literacy programming.     

Main determinants of immigrant families’ involvement and participation in school life / Principales determinantes de la implicación y participación de las familias inmigrantes en la escuela

This work is focused on deepening our understanding of family actions when participating in school life and of the intensity of their involvement with the school work that their children perform, or should perform, at home. Specifically, this study examines whether there is a relationship between family participation and involvement, what are the situations that characterize the differential performance of fathers and mothers; an analysis is also carried out of each situation to identify which elements determine their participation or involvement behaviour. To this end, the sample consisted of 279 subjects from Latin America with children enrolled in the fifth or sixth grades of primary education. The results show that involvement and participation are independent phenomena, that mothers are more involved and participate more in their children’s school life, and that the elements determining these two actions are different for both mothers and fathers.