92,214 research outputs found
Core Competencies for Undergraduate Community-Engaged Researchers
Undergraduate community-engaged research (UCEnR) is a growing trend which VCU has proactively pursued by providing grants for UCEnR projects and assimilating UCEnR into interdisciplinary curricula. However, a definitive sense of core competencies for undergraduate community-engaged researchers has not yet been established. To that end, this literature review answers the question, What skills should UCEnR students have
Attitudes Towards Internationalism Through the Lens of Cognitive Effort, Global Mindset, and Cultural Intelligence
In the current study we examine attitudes towards internationalism through the lens of a specific set of constructs necessary in defining an effective global leader. One hundred fifty-nine undergraduates responded to items measuring need for cognition, cultural intelligence,and a set of items measuring the correlates of global mindset. In addition, they provided their attitudes on items measuring internationalism. A series of linear regression analyses revealed cultural intelligence,need for cognition and traveling abroad predicted studentsâ preference for working full-time in a foreign country. In addition, underclassmen were more likely to endorse the notion that the US culture is superior to other cultures compared to upperclassmen. Results support the importance of exposure to a diverse curriculum in shaping undergraduate studentsâ global mindset
Professional self-efficacy scale for information and computer technology teachers: validity and reliability study
This study aims at developing a valid and reliable scale to measure information and communication technology (ICT) teachers' self-efficacy related to the Turkish national framework of ICT competencies. For statistical procedures, data were respectively analyzed with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Furthermore, test-retest procedure was carried out to confirm the time invariance of the scale. EFA results revealed that the scale's seven-factor structure accounts for 65.90 percent of total variance. CFA results produced an acceptable statistical support for model-data fit between the observed item scores and the seven-dimension scale structure (X-2/df = 1.98, RMSEA = .073, CFI = .86). The standardized regression weights between the latent and observed variables ranged from .57 to .89 and Cronbach's alpha coefficient of the scale sub-dimensions ranged from .80 to .88. Besides, the item-scale correlations varied between values of .53 and .79. As a result, the developed scale is a likert questionnaire and composed of 33 five-point items with seven sub-dimensions
Examining the Impact of Communication and Leadership Styles of Women: Perceptions of Effectiveness by Subordinates
The number of female managers in American companies has been increasing with female management making up 63.4% of S&P 500 companies (Catalyst 2018). Female leaders have traditionally been at a disadvantage by social norms that surround masculine corporate America. Women have often been categorized as communal leaders that focus on the collective efforts of the team they manage (Eagly 1987). They communicate using interpersonally-oriented dimensions including collaboration, relationship building and information sharing as well (Appelbaum et.al 2013). Male leadership and communication styles, on the other hand, have been mentally associated with agentic qualities such as being aggressive and having results oriented outcomes (Eagly 1987). The current body of research asserts that women often face a âdouble bindâ situation where if they act more agentic, than they are considered aggressive and often disliked and if they act communally they are not viewed as an effective leader (Northouse, 2004; Eagly & Carly, 2007). Looking exclusively at the perceptions of women leaders who manage male and female employees, this qualitative study tries to understand the perceptions that male and female employees have of their female bossâs leadership and communication styles. The researcher interviewed 5 triads (N=15) using a grounded-theory approach and semi-structured interviews. The results of this research study suggest that while male and female subordinates positively viewed their female bosses as effective leaders with open communication styles, the attributes used to evaluate their leadership and communication styles differed. Male subordinates applied more agentic characteristics to assess female leaders while female subordinates applied more communal attributes
Union Leadership Development as Driver of Equity and Inclusion
Analysis generated for the research project on Young Workers and the Labor Movement highlighted the need for innovative leadership development if young workers are to be integrated into an increasingly diverse workersâ movement, and unleashed to provide leadership in established institutions that face a radically changing economy and workforce. We examine one successful leadership development program: the New York State AFL-CIO/Cornell Union Leadership Institute. We look at the theoretical underpinnings, development, and outcomes of this multi-union, multi-sector program over the past 17 years, note its impact on the New York regional labor movement, and analyze the key factors accounting for the programâs successful development of innovative-minded young labor leaders. Those factors venturing beyond the traditional âskill-building â approach of most labor leadership training toward a more transformational model of leadership development; an emphasis on experiential learning, using a variety of learning modes; providing a safe space and what Kurt Lewin describes as âa community of practiceâ where difficult challenges can be tackled collectively; and using leadership development as a tool to build inclusion and solidarity across many dimensions of difference, including age, race, gender, ethnicity, sector, able-ness, education level, industry, and more
Digital and Media Literacy: A Plan of Action
Outlines a community education movement to implement Knight's 2009 recommendation to enhance digital and media literacy. Suggests local, regional, state, and national initiatives such as teacher education and parent outreach and discusses challenges
Curriculum renewal for interprofessional education in health
In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi
Key Competences in Europe: Opening Doors For Lifelong Learners Across the School Curriculum and Teacher Education
The aim of the study is to provide a comparative overview of policy and practice concerning the development and implementation of key competences in the education systems of the 27 Member States of the European Union. In particular, the study assesses the implementation of the 8 key competences contained in the European Reference Framework of Key Competences in primary and secondary schools across the EU as well as the extent to which initial and in-service education and training of teachers equips them with the skills and competences necessary to deliver key competences effectively.key competences, lifelong learning, cross-curricular, competence
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