Managing mandated educational change

This paper explores teachers' perspectives on the management of mandated educational change in order to understand how it may be managed more effectively. A case study of teachers' responses to the introduction of a quality teaching initiative in two New South Wales schools found that while some teachers described the strong negative impact of this externally initiated approach, others had taken charge of the required change and worked creatively with it. This suggests that it is possible for mandated change to be managed in positive ways, and an alternative approach is explored. Implications for governments, schools and teachers are discussed.     

Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality

Instructional quality is associated with better academic outcomes for students. This study aimed to investigate how teachers' job satisfaction was associated with clarity of instruction and cognitive activation as measures of instructional quality. In addition, we investigated whether this association between teachers' job satisfaction and instructional quality was mediated by teacher–student relationships. Drawing on the 2018 Teaching and Learning International Survey (TALIS), we compared participants from both Eastern (N = 27,106; Japan, Taipei, Korea, Shanghai) and Western sociocultural contexts (N = 20,209; Canada, Australia, New Zealand, United States, United Kingdom). Multilevel structural equation modelling results indicated that teachers' job satisfaction was positively associated with instructional quality across Eastern and Western settings. The relationship between teachers' job satisfaction and instructional quality was partially mediated by better student–teacher relationships. There were some differences between the cultural settings in how job satisfaction correlated with clarity of instruction and cognitive activation. We suggest that these differences may be accounted for by cultural characteristics leading to different approaches to teaching. Our results suggest that teachers' job satisfaction and the quality of classroom-level relationships may be important indicators of positive instructional outcomes. While schools focus on student outcomes, they should also address teachers' job satisfaction and prioritise the importance of relationships between teachers and students in classrooms.     

Witness the Growth

<正>"I participated within the CAS/MPG cooperation in the introduction of Independent Junior Research Groups at institutes of the CAS.This activity is among the most delightful and successful experiences of my scientific life.The establishment of this scientific instrument in China was determined by its scientific success in the MPG–constantly underlined by Uli Schwarz–and the groundbreaking readiness of the leadership of the CAS to pursue novel avenues of scientific organisation.     

大学生网络就业意愿的机理与对策

网络就业是一种新的就业通道。大学生网络就业意愿的影响因素源自个人(大学生信息领导力、就业机会识别及创造力表现等)与社会资本等因素的交互作用。网络时代背景下大学生领导力(包括自我认知能力、人际关系处理和创造思维等)表现出的新特点为大学生就业提供了新的机会。当个体的认知维度、结构维度与关系维度的网络社会资本水平处于较高时,他们的网络领导力水平可能就会促使他们挖掘网络就业机会,表现出较高水平的网络就业意愿。结构化与理论化影响大学生网络就业意愿的机理具有一定的现实意义。     

高职院校领导班子合力建设研究

在系统思维理论指导下,研究"配备一名好班长;优化‘专业、智能、气质、年龄’等要素组建一个好团队;‘系统思考、协调一致、发扬民主、心理相容、个人素质’诸方面形成一种好氛围;执行一个好制度、实施‘集体学习机制、集中培养培训、举办论坛、挂职锻炼’等一套好路径"等因素,探讨高职院校领导班子整体功能合力提升问题。     

关于研究生教育中以激励促进创新的探讨

针对目前高校研究生创新能力不足的现象,研究了以激励促进创新的新型教育方式,提出在生活待遇、教学改革和奖励制度三个方面来提高研究生创新激情和激励并创新良性循环模式。     

高层管理团队对领导者职业兴趣与绩效关系的调节作用

以领导权变理论为导向,研究考察了高层管理团队情景对中层领导者职业兴趣和领导绩效关系的调节作用.由于企业环境是复杂的,领导者通常会同时面-临多种情景的交互影响.单一情景对领导者职业兴趣与绩效关系的影响,在加入另一个情景之后会发生显著的变化,也就是说,一种情景的调节作用会受到其他情景的影响.基于这样的认识,首先研究高层管理团队3个子维度各自的调节作用,并在此基础上把3个子维度两两结合,进一步采用分组回归分析和简单斜率显著性检验等方法,考查两种情景的交互作用是如何调节领导者职业兴趣与绩效之间关系的.     

团队领导研究的回顾及展望

通过结构化的文献检索方法以及文本挖掘技术对国外的团队领导研究状况进行了考察。通过对Web of Science（SSCI/AHCI）,ABI（Proquest）,EBSCO等主要索引及全文数据库进行检索和甄别,确认了1 867篇与团队领导相关的文献。首先从团队领导研究的时间分布、发表期刊、研究方法、主要研究者以及基于关键词、标题和摘要的研究内容等各个方面对这些论文进行了定量分析和归类,之后分别基于团队领导者和基于情境和团队被领导者的主要团队领导理论进行了梳理,最后比较了不同团队类型团队领导之间的异同,由此总结出国外团队领导研究发展状况、趋势以及所存在的一些突出问题,同时对未来的研究趋势进行了展望。     

基于混合学习的《现代教育技术》公共课教学实践

《现代教育技术》是师范生的公共必修课,新课程改革和《中小学教师教育技术能力标准》的颁布都对师范生的现代教育技术能力提出了新的要求.结合山东省精品课程建设和山东省教改课题的改革实践,尝试把混合学习应用于课程教学中,并进行了教学实践探索和教学效果的调查分析.     

论实现“体育与健康课程”目标的2种教学设计思路的融合

体育教学目标的实现程度是评价一次体育课的重要指标,体育新课程改革以来,《体育与健康标准》的理念、目标、内容、结构等与以往的体育教学大纲有很大差异。面对新课程目标的变化,体育教学实践领域出现了诸多新问题。为了实现新体育课程的目标,需要转变以往单一的建立在行为主义心理学基础上的"客观主义"体育课堂教学设计思路,因为体育新课程不仅要实现运动技能的掌握目标,还要实现学生多方面能力的发展,因此,采取逻辑分析方法,依据体育教材的特性、学生的学习风格等因素,采取"主客观"相结合的体育课堂教学设计思路,使行为主义与建构主义学习理论在体育教学设计中有机结合,是实现体育新课程教学目标的有效途径。