Synlig læring og læringens anatomi

Boganmeldelse af John Hattie og Gregory Yates oversatte bog 'Synlig læring og læringens anatomi' (2014).&nbsp

Strategy as Central and Peripheral Processes

Corporate entrepreneurship is deemed essential to uncover opportunities that shape the future strategic path and adapt the firm to environmental change (e.g., Covin and Miles, 1999; Wolcott and Lippitz, 2007). At the same time, rational central processes are important to execute strategic actions in a coordinated manner (e.g., Baum and Wally, 2003; Brews and Hunt, 1999; Goll and Rasheed, 1997). That is, the organization’s adaptive responses and dynamic capabilities are embedded in integrative structures that accommodate dispersed business initiatives. The dual concerns for integration and entrepreneurial behavior are reflected in the conjoint need for effective routines and exploratory search in adaptive systems (e.g., Pfeifer and Bongard, 2007; Sutton and Barto, 1998). It has also been expressed as a need to balance exploitation and exploration (March, 2001) and configure ambidextrous organizational forms (e.g., O’Reilly and Tushman, 2008; Tushman and O’Reilly, 2004). In strategy research, optimization and rejuvenation perspectives have variously been described as intended and emergent strategies (Mintzberg, 1978; Mintzberg and Waters, 1985), top‐down and bottom‐up strategies (Nonaka, 1987), induced and autonomous strategy processes (Burgelman, 2005; Burgelman and Grove, 1996, 2007), central planning and decentralized initiatives (Andersen, 2000, 2004, Andersen and Nielsen, 2009). Burgelman and Grove (2007) outline such a combined strategy process and observe how central direction and dispersed exploration can change over time influenced by strategic leadership

Classroom-based physical activity improves children’s math achievement:A randomized controlled trial

This RCT investigated the effect on children of integrating physical activity (PA) into math lessons. The primary outcome was math achievement and the secondary outcomes were executive functions, fitness and body mass index. Twelve Danish schools were randomized to either an intervention group or a control group. A total of 505 children with mean age 7.2 ± 0.3 years were enrolled in the study. Change in math achievement was measured by a 45-minute standardized math test, change in executive function by a modified Eriksen flanker task, aerobic fitness by the Andersen intermittent shuttle-run test, and body mass index by standard procedures. PA during the math lessons and total PA (including time spent outside school) were assessed using accelerometry (ActiGraph, GT3X and GT3X+). Children in the intervention group improved their math score by 1.2 (95% CI 0.3; 2.1) more than the control group (p = 0.011) and had a tendency towards a higher change in physical activity level during math lessons of 120,4 counts/min (95% CI -9.0;249.8.2, p = 0.067). However, the intervention did not affect executive functions, fitness or body mass index. Participation in a 9-month PA intervention (from 2012–2013) improved math achievement among elementary school children. If replicated, these findings would suggest that implementation of physical activity in school settings could lead to higher academic achievement.</div

Inderstanding the Dual Processes of the Human Mind and Human Interaction in Strategy Making

Modern cognitive science identifies a dynamic system of interacting fast and slow processes as essential to human thinking. The fast system observes and reacts to environmental stimuli and the slow system interprets events and reasons about future actions. When the fast and slow processes interact they form a dynamic system that enables individuals to respond effectively to changing conditions. We project this dynamic perspective onto human interaction in organizations where observations and experiential insights gained by employees and operating managers are linked to forward-looking planning considerations that take place around the top-management echelons. This identifies the responsive organization that is able to observe and react to frequent and often abrupt environmental changes and thereby adapt organizational activities to the changing reality

Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement

Abstract Background Integration of physical activity (PA) into the classroom may be an effective way of promoting the learning and academic achievement of children at elementary school. This paper describes the research design and methodology of an intervention study examining the effect of classroom-based PA on mathematical achievement, creativity, executive function, body mass index and aerobic fitness. Methods The study was designed as a school-based cluster-randomized controlled trial targeting schoolchildren in 1st grade, and was carried out between August 2012 and June 2013. Eligible schools in two municipalities in the Region of Southern Denmark were invited to participate in the study. After stratification by municipality, twelve schools were randomized to either an intervention group or a control group, comprising a total of 505 children with mean age 7.2 ± 0.3 years. The intervention was a 9-month classroom-based PA program that involved integration of PA into the math lessons delivered by the schools’ math teachers. The primary study outcome was change in math achievement, measured by a 45-minute standardized math test. Secondary outcomes were change in executive function (using a modified Eriksen flanker task and the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire filled out by the parents), creativity (using the Torrance Tests of Creative Thinking, TTCT), aerobic fitness (by the Andersen intermittent shuttle-run test) and body mass index. PA during math lessons and total PA (including time spent outside school) were assessed using accelerometry. Math teachers used Short Message Service (SMS)-tracking to report on compliance with the PA intervention and on their motivation for implementing PA in math lessons. Parents used SMS-tracking to register their children’s PA behavior in leisure time. Discussion The results of this randomized controlled trial are expected to provide schools and policy-makers with significant new insights into the potential of classroom-based PA to improve cognition and academic achievement in children. Trial registration Clinicaltrials.gov: NCT02488460 (06/29/2015