虚拟团队学习效能研究:社会认知因素的影响

本研究采用现场研究的方法,对21个虚拟团队学习的效能进行了实证研究。研究对社会认知因素中的效能感和目标取向对虚拟团队学习效能(技能改变、工作任务和团队健康水平)的影响进行了研究,并探讨了对虚拟团队的态度在中间所起的作用。研究发现,虚拟团队效能感和学习取向对虚拟团队的学习效能产生作用,而对虚拟团队学习的态度、团队信任对虚拟团队学习的效能起着中介或直接的作用。     

“Educating the Whole Body”: Addressing and Equipping the Imagination in Theological Education

This paper seeks to explore the relationship of the imagination to the processes of integration in theological education. It describes the way in which the Holocaust Museum in Washington, D.C. addresses the imagination. It draws on those insights to summarise an understanding of imagination, particularly how imagination relates to conceptualisation and the naming of God. It then explores the way in which valuing the imagination effects pedagogy in pastoral theology. In conclusion, it names what might be involved in creating an environment in theological education that values and encourages the imagination.     

团队异质性的平衡性对团队创造力的影响

团队异质性的平衡性是指团队中异质性属性的相对分布情况, 是一个从不平衡到平衡的连续谱概念。作为对团队构成维度的补充, 本研究探究其如何通过团队信息深化施加影响于团队创造力。通过对浙江理工大学451名学生的团队实验研究, 得出结论认为：团队知识异质性的平衡性能够积极影响团队创造力, 且团队信息深化在这一过程中起中介作用, 性别异质性的平衡性与团队创造力之间的关系不显著。这一研究结果将有助于打开团队构成和团队创造力研究的新局面。     

团队人口统计特征多元化与绩效关系的元分析

Harrison和Klein (2007)将团队人口统计特征多元化划分为分离、多样和不平等三种类型。借鉴这一分类, 运用元分析的方法检验了不同类型的团队人口统计特征多元化对团队绩效的影响, 以解释以往多元化研究结论不一致的原因。基于中外137篇论文(345个效应值, 79639个团队)的元分析结果显示, 多样型多元化对团队绩效有正向影响, 而分离型多元化和不平等型多元化对团队绩效的主效应并不显著。调节效应检验显示, 团队人口统计特征多元化与不同类型绩效的关系存在显著差异, 且团队人口统计特征多元化与绩效的关系在不同国家地域和不同类型团队中也存在显著差异。研究结果有助于跨国企业和中国本土企业通过合理的多元化管理来提升团队和企业绩效。     

Using Syllogistics to Teach Metalogic

This article describes a specific pedagogical context for an advanced logic course and presents a strategy that might facilitate students’ transition from the object‐theoretical to the metatheoretical perspective on logic. The pedagogical context consists of philosophy students who in general have had little training in logic, except for a thorough introduction to syllogistics. The teaching strategy tries to exploit this knowledge of syllogistics, by emphasizing the analogies between ideas from metalogic and ideas from syllogistics, such as existential import, the distinction between contradictories and contraries, and the square of opposition. This strategy helps to improve students’ understanding of metalogic, because it allows the students to integrate these new ideas with their previously acquired knowledge of syllogistics.     

Teaching about Christianity: a configurative review of research in English schools

This article presents a systematic review of empirical research on teaching about Christianity in state schools in England between 1993 and 2013. First, I explain the background to this religion’s current place within English religious education. The value of a configurative review is set out, and inclusion criteria are outlined, leading to the selection of 58 publications. Then the article’s theoretical frame is explained, drawing on activity theory, and the analysis is set out under three broad organising principles: (1) Teachers’ professional and pedagogical intentions; (2) How teachers draw on different pedagogical strategies to enact these intentions, for example systematic or thematic approaches; and (3) How these intentions and strategies affect pupil learning, such as pupils’ conceptions of difficult topics. The implications for research in religious education are then drawn together, notably the need to consider the pedagogical issues for different religions individually.     

Development and validation of the REMINT: a reflection measure for individuals and teams

A growing number of studies have investigated the role of team reflexivity, the extent to which teams reflect on and adapt their functioning. However, the way team reflexivity has been conceptualized and operationalized reveals several weaknesses, in particular the conception as a unidimensional construct. To provide greater conceptual clarity, we therefore propose a team reflexivity framework that integrates four interacting but distinct reflexive processes. In four studies, we focus on reflection as a fundamental reflexive process, and develop and validate an extended multidimensional reflection measure that captures the relevant dimensions of quality and quantity of reflection and the key transition processes of information seeking and information evaluation. Moreover, in order to delineate two common composition methods, we develop and validate a direct consensus and a referent-shift consensus version of the reflection measure. Data collected from a total of 803 students and employees in four studies revealed excellent construct validity, as well as good nomological validity (Studies 1 and 2). Furthermore, we found evidence of the criterion-related validity at the team level (Study 3) and the individual level (Study 4). Together, the results demonstrate the effectiveness of our measure, revealing consistent relations with outcome measures and diverse behavioural indicators across different contexts.     

Rethinking leadership education: narrative inquiry and leadership stories

This narrative essay shares observations and insights about how instructors can use creativity, student voice, and personalized learning to create more responsive educational leadership pedagogy. Three stories, as told by a professor and two former students, explore how students’ narratives can naturally inform educational leadership preparation across international borders. We aim to demonstrate how students’ narrative experiences in education can contribute to exisiting discourse and research on effective and innovative pedagogical practice in educational leadership preparation.     

Negotiating multiple perspectives: a discussion of instructors’ practice within an English-language service course

At the University of the West Indies, large courses often require the involvement of multiple persons in their delivery. Within the English Language Foundation Unit, several of the courses offered cater to over 500 students in any given semester. The large number of students necessitates multiple practitioners providing instructions as part of the same course offering. While stylistics may vary, there is the need for course instruction and content to depict uniformity. Practitioners’ conceptualization of a specific topic will inform the instruction received by students. In instances where practitioners do not conceptualize content in a like manner, students within the same course may receive varied instruction, thus affecting student output and overall evaluation. The paper looks specifically at a service course offered at the University of the West Indies and the practices of the multiple persons involved in the teaching of the course. It provides an overview of practitioners’ discussion of their conceptualization of content areas within the courses and assesses the extent to which there are variations and/or similarities. It also discusses how these impact teaching and learning. The research seeks to derive an actionable direction for collaboration and further discussions within large service courses with the aim of improving teaching and learning.     

Changing lives in the classroom

This paper sets out to describe the search for solutions as the complexity of the teacher’s role with vulnerable pupils gradually became apparent. The aim is to demonstrate how the application of psychoanalytic theories examining the unconscious processes in individuals and their influence on classroom behaviour enhanced the capabilities of the teacher and helped her to look beyond mere management of behaviour in the classroom. The use of these theories provided a ‘thinking’ space for the teacher whereby teacher–pupil relationships and behaviours could be thought about and ‘contained’ thereby facilitating the teaching process for both teachers and pupils. Examples of classroom practice are provided whereby an applied psychoanalytic framework proved to be a potent source of renewal and increased capacity in the teacher. The active participation of the teacher in her own learning process of applying psychoanalytic concepts contributes to an ongoing, developing project with her pupils.