Analysis of the reflections of student-teachers of mathematics when working with learning portfolios in Spanish university classrooms

Research in teacher-training counsels that reflection should be fostered in order to prepare capable professionals for educational practice. For this reason, a teaching-learning process for training mathematics student-teachers in Spanish university classrooms incorporating an assessment system that included keeping a learning portfolio was analysed. The objective was to assess each student's learning in reflection about his/her vision of the learning process developed in the university training classrooms, in knowledge of mathematical and methodological contents (knowledge) and in creativity. Rubrics were built for each case, with common criteria, to study the relationship between the outcomes obtained and to compare them with those of a final written exam. The results showed the difference between the assessment of student-teachers in reflection and the other aspects, and thus the need to use specific assessment instruments for the different capabilities being developed in the training process.     

流域宏观尺度降雨-景观-径流变化的相互作用

大流域宏观尺度上长时间序列的降雨变化、景观变化、径流变化及其相互作用是近年来研究全球变化的一个重要问题。本文研究泾河流域降雨-景观-径流变化的相互作用，结果表明：①泾河流域中上游主流域40多年来的降水具有微弱下降趋势，降雨倾向率为-4.9mm/10～-11.3mm/10年；泾河流域马莲河分流域，年降雨量表现为不变或微弱下降；②泾河流域1986年～2000年15年之间，景观结构变化不大，一直以草地景观和耕地景观为主。草地景观和农耕地景观二者始终占流域总面积的85%以上，林地景观始终占流域总面积的10%左右，其他景观类型一直占流域总面积的5%左右。在宏观景观格局的变化中，泾河流域中上游主流域，农耕地景观所占比例有所上升，而泾河流域马莲河分流域农耕地景观所占比例维持稳定；③泾河流域中上游主流域年径流量逐年较大幅度地减少，下降速度达到每10年减少1.78m³/s。在泾河流域马莲河分流域，年径流和径流模数在过去30年中基本维持稳定，整个泾河流域年径流量逐年下降；④相应年份内对应的径流和降雨相关性极为显著（P<0.01）。在泾河主流域中上游地区降水每减少10mm，径流可能相应减少70×10⁸m³，在马莲河分流域地区每减少10mm，径流可能减少110×10⁸m³。在泾河流域，若维持景观结构的稳定，则径流的变化趋势会与降雨的变化趋势保持一致。景观结构的微弱变化会改变径流对降雨响应的变化幅度。在景观组成中，耕地景观比例的增加会显著减少径流。     

Student-teacher relationship and classroom goal structure profiles: Promoting achievement and preventing externalizing and internalizing behaviors

This study investigates which profiles, defined based on students reports of student-teacher relationships (closeness; conflict) and classroom goal structures (mastery; performance), were optimal to support adjustment (externalizing and internalizing behaviors) and achievement in Math and Language. Elementary students (Grades 3–6, N = 703) and their teachers (N = 33) completed questionnaires in November 2011 and April 2012. Latent profile analysis identified four profiles, replicated across boys and girls: Average (44.46%), Mastery-Closeness (39.13%), Conflict (6.49%), and Approach-Closeness (9.92%). Students from the Conflict profile displayed more externalizing and internalizing behaviors than other students, whereas those from the Mastery-Closeness and Approach-Closeness profiles displayed the least difficulties. Students from the Approach-Closeness profile displayed the lowest achievement at the beginning of the year but the steepest increase over time.     

‘That teacher really likes me’ - Student-teacher interactions that initiate teacher expectation effects by developing caring relationships

Teacher expectations are associated with student academic achievement, but no research has generated new theory that explains how teacher expectation effects occur from students' perspectives. A substantive theory explaining the process through which students reconcile with their teachers' expectations is presented in this paper, emphasising the role of caring student-teacher relationships in teacher expectation effects on academic achievement. The theory was constructed with 25 grade 10 participants across three Western Australian secondary schools, with data including 100 interviews and 175 classroom observations. The analysis and synthesis of the data confirmed that the students acted in ways that they reflected improved their academic attainment when their teachers communicated high expectations of them. Noddings' enduring philosophy of the ‘ethic of care’ is used as a discussion framework, emphasising implications for how teachers practise and learn to interact with their students so that they can initiate positive teacher expectation effects on student learning.     

Emergence of creativity in IS development teams: A socio-technical systems perspective

Despite the crucial role of creativity in the dynamic and intricate practice of Information Systems Development (ISD), our understanding of its emergence in ISD teams is limited. Prior research has focused on isolated interventions into the people, structure, task, and technology components of ISD practices. However, the synergistic interactions between these components are often overlooked, resulting in interventions that may be ineffective or counterproductive. Drawing on Leavitt’s Socio-Technical Systems (STS) theory, this paper explores creativity as a synergistic outcome of interactions within and between the people, structure, task, and technology components. Our qualitative study at a multinational banking software provider reveals that creativity emerged from within-component interactions when innovators and facilitators in ISD teams interact empathetically during idea generation and evaluation, visualize ideas using technologies for representation and collaboration, and align their creative styles with the organization's formal and informal structures. Additionally, we found that interactions between the STS components in ISD team practices created stimulating environments for creativity to emerge. Our study advances an STS perspective on the emergence of creativity in ISD teams, emphasizing synergistic interactions between people, structure, task, and technology rather than isolated interventions. Practically, our findings provide insights into how IS professionals can nurture creativity by fostering empathetic leadership, aligning creative styles with organizational structures, and balancing tensions between control and drift.