scholarly journals Hva fremmer et innovativt miljø i skolen, og hvilken betydning har det for læreres undervisning?

2021 ◽  
pp. 35-55
Author(s):  
Trude Nilsen ◽  
Ronny Scherer ◽  
Sigrid Blömeke
Keyword(s):  
Distributed Leadership ◽  
Indirect Effects ◽  
Teaching Practices ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Strong Relationship ◽  
Policy And Practice ◽  
Innovative Environment ◽  
Future Society ◽  
Societal Changes

What encourages an innovative environment in schools and what does that imply for teaching? An innovative environment is important for a school’s ability to adapt to societal changes and for students’ ability to cope with future society. It is therefore crucial to find out what promotes an innovative environment in a school and what consequences an innovative environment has for teaching and learning. Certain aspects of teaching are especially important for students to learn how to cope with a society where, for instance, critical thinking and problem solving are required and where diversity is increasing. Such teaching practices include cognitive activation and inclusive practices. Using TALIS 2018, we employ two-level (teachers and schools) structural equation modelling to examine both direct and indirect effects of distributed leadership on teaching practices via an innovative environment. Results show that distributed leadership has a medium strong relationship to an innovative environment and that an innovative environment has a medium strong relationship to teaching practices. An innovative environment mediates the effect of distributed leadership on teaching practices. Overall, our study has implications for policy and practice as it finds that school leaders who employ distributed leadership can help promote an innovative environment and that an innovative environment in turn may encourage the type of teaching students need to acquire skills that are important in the 21st century.

Insight into online teaching behaviour of lecturers in Zimbabwean universities during the COVID-19 era and beyond: issues and challenges

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Norman Rudhumbu ◽  
Wilson Parawira ◽  
Crispen Bhukuvhani ◽  
Jacob Nezandoyi ◽  
Cuthbert Majoni ◽  
...  
Keyword(s):  
Gender Differences ◽  
Significant Influence ◽  
Structural Equation ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Policy And Practice ◽  
Content Type ◽  
Behavioural Intentions ◽  
Teaching Behaviour ◽  
University Lecturers

PurposeThis study aims to establish the online teaching behaviour of university lecturers as well as examine issues and challenges for online teaching in universities in Zimbabwe during the COVID-19 era and beyond.Design/methodology/approachThe study assumed a quantitative approach that employed a structured questionnaire for data collection. Structural equation modelling using AMOS version 22 and independent samples t-test were used for data analysis. Confirmatory factor analysis was used for data purification.FindingsThe results of the study showed that organisational factors, technological factors, pedagogical factors, student factors and the gender of lecturers have a significant influence on the behavioural intentions of lecturers to teach online. The results also showed that the behavioural intentions of lecturers to teach online has a significant influence on the actual online teaching behaviour of the lecturers. The results also showed that lecturers mostly used the WhatsApp platform for teaching. Issues and challenges affecting the online teaching behaviour of lecturers in universities in Zimbabwe were also identified.Research limitations/implicationsThe results of this study have implications for policy and practice with regard to online teaching and learning during periods of pandemics and beyond.Practical implicationsThe results showed that for effective teaching to be done in universities, universities should not continue focusing on single platforms such as blackboard, Moodle and others, but should allow for a multimedia approach that factors in platforms such as WhatsApp, Google Classroom and others. This will ensure that even universities with limited technology infrastructure will be able to have online teaching occurring.Social implicationsThe study demonstrated the influence of gender in online teaching by showing that there are gender differences in the way university lecturers conduct online teaching. This also has implication on teaching and policy as these results demonstrate a need for universities to come up with strategies and policies that ensure despite gender differences, university lecturers should be able to effective teach online.Originality/valueWhile the unified theory of acceptance and use of technology has been widely used in research, the current study represents the first opportunity that the theory has been used to establish the online teaching behaviour of university lecturers in the context of Zimbabwe.

How school context and educator characteristics predict distributed leadership

2016 ◽  
Vol 46 (3) ◽  
pp. 401-423 ◽  
Author(s):  
Yan Liu ◽  
Mehmet Sukru Bellibas ◽  
Susan Printy
Keyword(s):  
Distributed Leadership ◽  
Employment Status ◽  
Structural Equation ◽  
Teaching And Learning ◽  
School Context ◽  
Equation Model ◽  
Reciprocal Effects ◽  
International Survey ◽  
Endogenous Variables ◽  
Funding Resource

Distributed leadership is a dynamic process and reciprocal interaction of the leader, the subordinates and the situation. This research was inspired by the theoretical framework of Spillane in order to contextualize distributed leadership and compare the variations using the Teaching and Learning International Survey 2013 data. The two-level structural equation model utilized the school contextual variables and staff characteristics as exogenous and endogenous variables simultaneously in order to investigate the reciprocal effects of these variables on each other, and the ultimate influences on the extent to which leadership is distributed. The results suggest mutual respect among staff, funding resource of the school, together with principal's gender and employment status, are critically important factors with regard to the extent of distributed leadership in a school.

Focusing on the Practice of Distributed Leadership: The International Evidence From the 2013 TALIS

2020 ◽  
Vol 56 (5) ◽  
pp. 779-818 ◽  
Author(s):  
Yan Liu
Keyword(s):  
School Leadership ◽  
Distributed Leadership ◽  
Latent Variables ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Large Scale ◽  
Contextual Factors ◽  
Secondary Data ◽  
Equation Model ◽  
Management Team

Purpose: This study is primarily interested in the operational evidence of distributed leadership using large-scale and multicountry data. Specifically, this study investigates (a) how three position-based human units—the principal, the management team, and teachers—could lead nine school leadership functions together and (b) how the country and school contextual factors are related to the leadership distribution mechanism, which examines the associations among variables across national boundaries including 32 countries. Research Design: This study conducted a secondary data analysis using the 2013 Teaching and Learning International Survey. The researcher first constructed the latent variables to quantify the extent to which the three groups led the nine leadership functions. Then a resampling approach with balanced repeated replication weights was used to disclose the extent to which each group led each of the 17 leadership tasks. Finally, a structural equation model helped reveal the existing associations among contextual factors and distributed leadership operation. Findings: First, distributed leadership was reported by principals to exist in 25 countries, and there were seven distributed leadership patterns discovered among 32 countries included in the sample, though two patterns were revealed to have little leadership distribution. Second, this study found that the principal, the management team, and teachers led varied leadership functions. Finally, both country and school contextual factors were associated with how leadership was distributed. Conclusions: This study, using large-scale and international data, has added new evidence with a particular interest in the effects of contextual influence on distributed leadership practices.

scholarly journals Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning

2021 ◽  
Vol 13 (15) ◽  
pp. 8571
Author(s):  
Siti Fatimah Abd Rahman ◽  
Melor Md Yunus ◽  
Harwati Hashim
Keyword(s):  
Second Language ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Equation Modeling ◽  
Learning Approach ◽  
Intention To Use ◽  
Flipped Learning ◽  
Use Of Technology

Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.

scholarly journals A Generalized Structural Equation Model Approach to Long Working Hours and Near-Misses among Healthcare Professionals in Japan

2021 ◽  
Vol 18 (13) ◽  
pp. 7154
Author(s):  
Tatsuhiko Anzai ◽  
Takashi Yamauchi ◽  
Masaki Ozawa ◽  
Kunihiko Takahashi
Keyword(s):  
Indirect Effects ◽  
Structural Equation ◽  
Healthcare Professionals ◽  
Sleep Problems ◽  
Working Hours ◽  
Near Miss ◽  
Long Working Hours ◽  
Near Misses ◽  
Related Stress ◽  
Job Related Stress

(1) Background: Near-miss incidents are the foundation of major injuries. They are warning signs that loss is imminent. Long working hours are a risk factor for near-misses along with sleep problems, job-related stress, and depressive symptoms. This study aimed to evaluate the indirect effects of long working hours via mediating variables on near-miss occurrences among Japanese healthcare professionals. (2) Methods: 1490 Japanese healthcare professionals’ reports from a web-based survey of workers in October 2018 were analyzed to evaluate total, direct, and indirect effects of long working hours on near-misses. We applied a generalized structural equation model with three mediating variables: sleep problems, job-related stress, and depressive symptoms. (3) Results: The total effect and direct effect of the categories of working hours longer than 41 h per week (h/w) for occurrence of near-misses were not significantly higher than that of 35–40 h/w. However, for indirect effects on occurrence of near-misses that first passed through job-related stress, there were higher reports for each category compared to 35–40 h/w, with odds ratios (OR) and 95% confidence intervals (95% CI) of OR = 1.12, 95% CI (1.07, 1.21) for 41–50 h/w; 1.25, (1.14, 1.41) for 51–60 h/w; and 1.31, (1.18, 1.51) for ≥ 61 h/w. (4) Conclusion: The results suggest that reducing working hours might improve job-related stress, which could reduce near-misses and prevent injuries.

When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching

2021 ◽  
pp. 109821402093194
Author(s):  
Timothy J. Weston ◽  
Charles N. Hayward ◽  
Sandra L. Laursen
Keyword(s):  
Teaching Practices ◽  
Interrater Reliability ◽  
Teaching And Learning ◽  
Generalizability Theory ◽  
Learning Activities ◽  
Observation Data ◽  
Reliable Measure ◽  
Single Class ◽  
Research On Teaching ◽  
The One

Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

scholarly journals The Impacts of College Students’ Civic Responsibility on Civic Engagement via Online Technology: The Mediations of Civic Learning and Civic Expression

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110319
Author(s):  
Pi-Chun Hsu ◽  
I-Hsiung Chang ◽  
Ru-Si Chen
Keyword(s):  
College Students ◽  
Civic Engagement ◽  
Indirect Effects ◽  
Structural Equation ◽  
Equation Model ◽  
Civic Responsibility ◽  
Civic Learning ◽  
Online Technology ◽  
Students Attitudes ◽  
The Relationship

This study focused on college students’ attitudes toward the relationship between online civic responsibility and online civic engagement and its impacts. It also investigated the mediating roles of online civic learning and online civic expression in this relationship. A survey was conducted in Taiwan, testing for indirect effects with mediated variables using a structural equation model. The study tested hypotheses about the mediations of online civic learning and online civic expression on this relationship between online civic responsibility and online civic engagement for college students. The results indicate that the mediators of online civic learning and online civic expression fully mediate the relationship between online civic responsibility and online civic engagement.

Causal Analysis of Hydrogen Acceptance

2005 ◽  
Vol 1941 (1) ◽  
pp. 115-121 ◽  
Author(s):  
Eric Molin
Keyword(s):  
Structural Equation Model ◽  
Indirect Effects ◽  
Structural Equation ◽  
Personal Characteristics ◽  
Causal Analysis ◽  
Equation Model ◽  
Factual Knowledge ◽  
Direct And Indirect Effects ◽  
Explanatory Variables ◽  
Willingness To Use

This paper presents and discusses a structural equation model on hydrogen acceptance. This model unravels the direct and indirect effects among personal characteristics, knowledge about hydrogen, perceptions, attitudes, and willingness to use hydrogen applications. In addition, indicators of differently colored information that can be provided by mass media have been included as explanatory variables. The estimated model indicates that colored information directly influences perceptions of hydrogen and indirectly influences attitudes about hydrogen and willingness to use it. In particular, negatively colored information decreases hydrogen acceptance, which cannot be counterbalanced by providing positively colored information. Furthermore, the model suggests that more factual knowledge about hydrogen increases its acceptance. The paper further discusses the likely development of hydrogen acceptance in the future and how practitioners can influence this.

Toward a Richer Theory of Feminist Pedagogy: A Comparison of “Liberation” and “Gender” Models for Teaching and Learning

1987 ◽  
Vol 169 (3) ◽  
pp. 91-100 ◽  
Author(s):  
Frances A. Maher
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Strong Influence ◽  
Feminist Pedagogy ◽  
Women's Development ◽  
Conventional Teaching ◽  
Liberation Pedagogy ◽  
Feminist Theories ◽  
And Gender ◽  
Contemporary Education

This essay articulates two distinct sources for the set of teaching practices that have come to be called “feminist pedagogy.” The separate contributions of liberation pedagogy and of feminist theories of women's development are described. It is argued that neither approach taken by itself is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will have a strong influence on contemporary education.

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