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The meaning and measure of school mindfulness: an exploratory analysisGage, Charles Quincey, III January 2003 (has links)
No description available.
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The role of enabling bureaucracy and academic optimism in academic achievement growthMcGuigan, Leigh 10 August 2005 (has links)
No description available.
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Organizational Climate, Teacher Beliefs, and Professional Development: An Investigation of the RelationshipsCrocker, Jeanne P. 02 November 2007 (has links)
This study investigated teacher beliefs and organizational climate constructs of collective efficacy, faculty trust, academic emphasis, enabling bureaucracy, and mindfulness as antecedents for implemented professional development. Researchers previously combined collective efficacy, faculty trust, and academic emphasis into academic optimism. Using Conscious Discipline as professional development and book study as delivery, in this mixed methodology study, 489 teachers in 17 suburban elementary schools completed surveys measuring organizational climate constructs, teacher beliefs about classroom management, and self-reported degree of imlementation. Morning greeting and classroom walkthrough observations collected evidence of implementation. Sixteen focus group teachers from four elementary schools explained the degree of implementation. This study found that (a) Teacher and school demographic data correlated with organizational climate constructs; (b) Teacher beliefs and faculty mindfulness explained 65.7% of variance in self-reported degree of implementation; and (c) Socioeconomic status, book club participation, and teacher beliefs explained 77.1% of variance in observation degree of implementation. / Ph. D.
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Exploratory Factor Analysis: The Significance of Trust in a Revised Principal Academic Optimism ScaleSartin, Marcus Clifton 24 March 2016 (has links)
Principal Academic Optimism is an hypothesized latent construct that has strong theoretical foundations in both educational research and educational psychology. Academic Optimism derives from research on school academic optimism and teacher academic optimism, which originated via Hoys, Tarters, and Woolfolk Hoys (2006a; 2006b) merger of school climate research with research on learned optimism, stemming from Martin Seligmans (1998, 2006) research on positive psychology.
Principal Academic Optimism expands upon discoveries of School Academic Optimism and Teacher Academic Optimism. The theoretical framework of Principal Academic Optimism is built upon a strong research foundation of the organizational health model, social capital theory, social cognitive theory and positive psychology. The purpose of this research is to revise Riegel's (2012) Principal Academic Optimism Scale, thereby creating and testing a comprehensive measure of Principal Academic Optimism. The questionnaire used to accomplish this goal was a revised version of Riegel's Principal Academic Optimism Scale and Tschannen-Moran's and Gareis's (2004) Principal Trust Scale. By incorporating a measure for principal trust in faculty with a measure of principal trust in clients (parents and students), a more comprehensive measure of Principal Academic Optimism was validated and found reliable (α = 0.908).
Perhaps the most compelling finding of the study was the significant negative relationship between principals' perception of trust in clients whose schools have high percentages of students receiving free and reduced price lunches (r = -0.444; p < 0.05). Principals with high percentages of free and reduced price lunch rates explained 72.203% of the variance in principals' self-reported perception of trust in clients. Principals of schools with 61%-80% or 81%+ percentages of free and reduced price lunch rates reported lower levels of trust in clients (parents and students). / Ed. D.
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Leader behavior : the development of collective efficacy in collectivistic societiesScott, Diana Dawn 01 January 2010 (has links)
Teams are becoming more diverse, and often, this diversity produces decrements in team performance. It has been argued within the literature on teams, that team leadership is instrumental in developing and maintaining effective team performance within all types of teams. Despite this argument, we do not yet fully understand how leaders within culturally diverse teams manage the diversity to promote the affective states and behavioral processes that lead to effective performance. Therefore, this literature review seeks to understand how leaders can promote collective efficacy within diverse teams. Specifically, how a leader with individualistic values can promote collective efficacy within a collectivistic society. Through an integrated literature review, I seek to identify challenges in relation to effective performance through the leaders' abilities to build collective efficacy to avoid mission failure in collectivistic societies.
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Self-Regulated Learning Strategies and Beliefs of International Baccalaureate Students in an Urban Secondary High SchoolWhite, Judith 19 April 2011 (has links)
No description available.
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Expert team theory and goal oriented rehearsal strategies for a new music ensemble : a case study / Pieter Andreas OosthuizenOosthuizen, Pieter Andreas January 2014 (has links)
The purpose of this intrinsic case study was to show how Expert Team Theory can
explain the application of goal orientated rehearsal strategies which were designed
for this study for an ad hoc ensemble at the School of Music of the North-West
University, Potchefstroom, South Africa. The case study was considered as the most
suitable research method to investigate the ways in which goal-orientated rehearsal
strategies influence dynamics during rehearsals of a new music ensemble, and the
experiences by the members of their interaction, because this approach allowed me
to investigate these strategies in a real world environment.
This study was born out of an interest in rehearsal strategies and in different ways to
structure music rehearsals. The characteristics of a new music ensemble determined
the use of Expert Team Theory as the theoretical basis for the design of the goalorientated
rehearsal strategies. These characteristics correspond well with that of an
expert team as “a set of interdependent team members, each of whom possesses
unique and expert-level knowledge, skills, and experience related to task
performance, and who adapt, coordinate, and cooperate as a team, thereby
producing sustainable and repeatable team functioning at superior or at least nearoptimal
levels of performance” (Salas et al., 2006:439-440).
Based on interviews with the participants and the observations of video recordings of
the rehearsals, the results show that interpreting the data through the theoretical lens
of Expert Team Theory enabled me to explain the rehearsal process as a dynamic
confluence of experiences created through the interaction of the ensemble members
who grew through increasing cooperation and coordination to resemble an expert
team. Their sense of collectiveness and their trust coupled with strong leadership
allowed the success of the strategy of prebrief-performance-debrief. The ensemble
developed progressively clearer shared mental models and understandings of roles
and responsibilities. A clear, valued and shared vision helped them to manage and
optimize performance outcomes. The findings are also interrogated in terms of
cooperative learning to further explain the web-like way in which different themes
developed. This led to a discussion of the limitations of this study and suggestions
for further research. / MA (Performance), North-West University, Potchefstroom Campus, 2015
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Expert team theory and goal oriented rehearsal strategies for a new music ensemble : a case study / Pieter Andreas OosthuizenOosthuizen, Pieter Andreas January 2014 (has links)
The purpose of this intrinsic case study was to show how Expert Team Theory can
explain the application of goal orientated rehearsal strategies which were designed
for this study for an ad hoc ensemble at the School of Music of the North-West
University, Potchefstroom, South Africa. The case study was considered as the most
suitable research method to investigate the ways in which goal-orientated rehearsal
strategies influence dynamics during rehearsals of a new music ensemble, and the
experiences by the members of their interaction, because this approach allowed me
to investigate these strategies in a real world environment.
This study was born out of an interest in rehearsal strategies and in different ways to
structure music rehearsals. The characteristics of a new music ensemble determined
the use of Expert Team Theory as the theoretical basis for the design of the goalorientated
rehearsal strategies. These characteristics correspond well with that of an
expert team as “a set of interdependent team members, each of whom possesses
unique and expert-level knowledge, skills, and experience related to task
performance, and who adapt, coordinate, and cooperate as a team, thereby
producing sustainable and repeatable team functioning at superior or at least nearoptimal
levels of performance” (Salas et al., 2006:439-440).
Based on interviews with the participants and the observations of video recordings of
the rehearsals, the results show that interpreting the data through the theoretical lens
of Expert Team Theory enabled me to explain the rehearsal process as a dynamic
confluence of experiences created through the interaction of the ensemble members
who grew through increasing cooperation and coordination to resemble an expert
team. Their sense of collectiveness and their trust coupled with strong leadership
allowed the success of the strategy of prebrief-performance-debrief. The ensemble
developed progressively clearer shared mental models and understandings of roles
and responsibilities. A clear, valued and shared vision helped them to manage and
optimize performance outcomes. The findings are also interrogated in terms of
cooperative learning to further explain the web-like way in which different themes
developed. This led to a discussion of the limitations of this study and suggestions
for further research. / MA (Performance), North-West University, Potchefstroom Campus, 2015
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Race, Social Disorganization and DelinquencyBazyler, Alina 01 December 2013 (has links)
The overrepresentation of racial and ethnic minorities in crime has been an issue of debate. Some evidence, however, has shown that racial differences in offending are largely accounted for by economic disadvantage. Using data from the National Longitudinal Study of Adolescent Health (n = 4,290), the relationship between race and delinquency was examined looking at social disorganization factors. It was hypothesized that there would be racial and ethnic differences in delinquency and that these differences would be accounted for by social disorganization factors, specifically collective efficacy and economic disadvantage. The results show that compared to White adolescents Hispanic adolescents have increased odds of nonviolent and violent delinquency, and Black adolescents have increased odds of violent delinquency. Contrary to expectations, social disorganization factors did not account for the racial and ethnic differences in delinquency. Unexpectedly, higher levels of collective efficacy actually increased the odds of violent delinquency.
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A study on the relationships among leadership style, team cohesion, collective efficacy, organizational justice, and organizational capital --A case study of CSBC Corporation, TaiwanChuang, Wen-hsien 25 July 2007 (has links)
The purpose of this study is to research the relationships among leadership style, team cohesion, collective efficacy, organizational justice, and organizational capital. This study used the questionnaires as a measurement tool to research, and the questionnaires samples was drawn out from CSBC Corporation, Taiwan all engineers, managements, engineer assistants, and management assistants, the writer released 460 questionnaires to them, eventually ended up effective 375 questionnaires with 82.06% return rate.
The findings are as follows.
1. The transformational leadership has positive influence on intellectual capital including human capital, structural capital, and social capital, and the transactional leadership have positive influence on structural capital, but have not any influence on human capital and social capital.
2. Team cohesion merely has partial medium on the relationships among transformational leadership, human capital and structural capital; Team cohesion has full medium on the relationships between transformational leadership and social capital.
3. Collective efficacy has full medium on the relationships between transformational leadership and human capital; Collective efficacy merely has partial medium on the relationships among transformational leadership, structural capital and social capital.
4. Organizational justice has full medium on the relationships between transformational leadership and human capital; Organizational justice merely has partial medium on the relationships among transformational leadership, structural capital and social capital.
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