scholarly journals An Organisational Study of the Free Kindergarten and Playcentre Movements in New Zealand

2021 ◽  
Author(s):  
◽  
Anne Elizabeth Meade
Keyword(s):  
Open Systems ◽  
Participant Observation ◽  
Strategic Choice ◽  
Education Programme ◽  
School Education ◽  
Strategic Choices ◽  
Choice Processes ◽  
Children And Parents ◽  
Voluntary Organisations ◽  
Learning Together

<p>The free kindergarten and playcentre organisations were subjects of case studies for an examination of strategic choice processes in voluntary organisations, using an open-systems theoretical framework. The patterns of strategic choices in each movement, over time, were described; then four recent decision processes and their consequences analysed. The data about the strategic choice processes gathered by participant observation were validated by three small surveys: one of 138 parents of pre-school children, one of 62 free kindergarten and playcentre staff, and one of 162 playcentre and kindergarten volunteers.  General conclusions are that the patterns of strategic choice processes both reflect and influence each organistion's structure and functioning. Both voluntary organisations are constrained from making strategic choices which would satisfy the demands of prospective clientele who desire new forms of early childhood education services – the playcentre movement is constrained by its ideology and its method of delivering pre-school education via parent participation in all aspects of the organisation; and the kindergarten movement is constrained by the accumulation of many rules which inhibit the organisation's ability to adapt to changing social conditions. The playcentre organisation's pattern of decision making has been ahead of its time in the extent of members' participation, and so also has it been with its dual education programme – children and parents learning together; but the kindergarten organisation's children's programme – children and parents learning together; but the kindergarten oganisation's children's programme is better matched with the greater demand for kindergarten pre-school education.</p>

scholarly journals An Organisational Study of the Free Kindergarten and Playcentre Movements in New Zealand

2021 ◽  
Author(s):  
◽  
Anne Elizabeth Meade
Keyword(s):  
Open Systems ◽  
Participant Observation ◽  
Strategic Choice ◽  
Education Programme ◽  
School Education ◽  
Strategic Choices ◽  
Choice Processes ◽  
Children And Parents ◽  
Voluntary Organisations ◽  
Learning Together

<p>The free kindergarten and playcentre organisations were subjects of case studies for an examination of strategic choice processes in voluntary organisations, using an open-systems theoretical framework. The patterns of strategic choices in each movement, over time, were described; then four recent decision processes and their consequences analysed. The data about the strategic choice processes gathered by participant observation were validated by three small surveys: one of 138 parents of pre-school children, one of 62 free kindergarten and playcentre staff, and one of 162 playcentre and kindergarten volunteers.  General conclusions are that the patterns of strategic choice processes both reflect and influence each organistion's structure and functioning. Both voluntary organisations are constrained from making strategic choices which would satisfy the demands of prospective clientele who desire new forms of early childhood education services – the playcentre movement is constrained by its ideology and its method of delivering pre-school education via parent participation in all aspects of the organisation; and the kindergarten movement is constrained by the accumulation of many rules which inhibit the organisation's ability to adapt to changing social conditions. The playcentre organisation's pattern of decision making has been ahead of its time in the extent of members' participation, and so also has it been with its dual education programme – children and parents learning together; but the kindergarten organisation's children's programme – children and parents learning together; but the kindergarten oganisation's children's programme is better matched with the greater demand for kindergarten pre-school education.</p>

scholarly journals Cost-effectiveness analysis of population salt reduction interventions to prevent cardiovascular disease in Cameroon: mathematical modelling study

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e041346
Author(s):  
Leopold Ndemnge Aminde ◽  
Linda Cobiac ◽  
J. Lennert Veerman
Keyword(s):  
Cost Effectiveness ◽  
Mass Media ◽  
Sodium Salt ◽  
Education Programme ◽  
School Education ◽  
Salt Reduction ◽  
Low Sodium ◽  
Salt Substitute ◽  
Reduction Strategies ◽  
The Cost

BackgroundReducing dietary sodium (salt) intake has been proposed as a population-wide strategy to reduce blood pressure and cardiovascular disease (CVD). The cost-effectiveness of such strategies has hitherto not been investigated in Cameroon.MethodsA multicohort multistate life table Markov model was used to evaluate the cost-effectiveness of three population salt reduction strategies: mass media campaign, school-based salt education programme and low-sodium salt substitute. A healthcare system perspective was considered and adults alive in 2016 were simulated over the life course. Outcomes were changes in disease incidence, mortality, health-adjusted life years (HALYs), healthcare costs and incremental cost-effectiveness ratios (ICERs) over the lifetime. Probabilistic sensitivity analysis was used to quantify uncertainty.ResultsOver the life span of the cohort of adults alive in Cameroon in 2016, substantial numbers of new CVD events could be prevented, with over 10 000, 79 000 and 84 000 CVD deaths that could be averted from mass media, school education programme and salt substitute interventions, respectively. Population health gains over the lifetime were 46 700 HALYs, 348 800 HALYs and 368 400 HALYs for the mass media, school education programme and salt substitute interventions, respectively. ICERs showed that all interventions were dominant, with probabilities of being cost-saving of 84% for the school education programme, 89% for the mass media campaign and 99% for the low sodium salt substitute. Results were largely robust in sensitivity analysis.ConclusionAll the salt reduction strategies evaluated were highly cost-effective with very high probabilities of being cost-saving. Salt reduction in Cameroon has the potential to save many lives and offers good value for money.

scholarly journals A luta do povo Puruborá pela escola: resistências e conquistas / The Puruborá people's struggle for school: resistence and achievements

2017 ◽  
Vol 7 (1) ◽  
pp. 100
Author(s):  
Anatália Daiane de Oliveira ◽  
Marli Lúcia Tonatto Zibetti
Keyword(s):  
Participant Observation ◽  
Indigenous Education ◽  
Document Analysis ◽  
School Education ◽  
Ethnographic Research ◽  
Research Papers ◽  
Historical Aspects ◽  
Political Processes

O texto descreve e analisa os processos históricos e políticos na conquista da escola do povo Puruborá na Aldeia Aperoi, em Seringueiras - Rondônia. A pesquisa de tipo etnográfico fez uso de observação participante registrada em diário de campo, análise documental e entrevistas. Os dados foram analisados por meio de triangulação dos resultados, em diálogo com trabalhos de investigação que discutem a temática da educação escolar indígena, nos aspectos históricos e condições atuais de desenvolvimento. Os resultados indicam que a implantação da escola na referida aldeia é resultado da luta do resistente povo Puruborá.Palavras-chave: Povo Puruborá; Educação escolar indígena; Resistência; Pesquisa etnográfica. ABSTRACT: The text describes and analyzes the historical and political processes in the conquest of the Puruborá people’s school in the Aperoi Village in Seringueiras - Rondônia. The ethnographic research used the participant observation registered in a field diary, document analysis and interviews. The data were analyzed by triangulation of the results, in dialogue with research papers that discuss the thematic of the indigenous education, the historical aspects and current conditions of development. The results indicate that the establishment of the school in that village is the result of the struggle of the resistant Puruborá People.Keywords: Puruporá People; Indigenous school education; Resistance. Ethnographic research.

Strategic choices of exploration and exploitation alliances under market uncertainty

2019 ◽  
Vol 57 (11) ◽  
pp. 3112-3133 ◽  
Author(s):  
Wan Li ◽  
Liang Wang
Keyword(s):  
Strategic Choice ◽  
Poisson Model ◽  
Environmental Turbulence ◽  
Organizational Slack ◽  
Market Uncertainty ◽  
Strategic Choices ◽  
Content Type ◽  
Financial Slack ◽  
Biotechnology Firms ◽  
The Impact

Purpose The purpose of this paper is to provide a better understanding of what drives firms’ choice between exploration alliances and exploitation alliances by examining the role of organizational slack and its interaction with market uncertainty. Design/methodology/approach An empirical study is conducted based on 1,614 alliances formed by 581 US biotechnology firms, and the hypotheses are tested using a zero-inflated multilevel Poisson model. Findings The results indicate that firms’ strategic choice to pursue exploration or exploitation alliances is a reflection of organizational intention and adaptation to environmental turbulence. More specifically, firms with more financial slack tend to form more exploration alliances and fewer exploitation alliances. However, under high market uncertainty, firms with financial slack tend to establish more exploitative partnerships and avoid exploration collaborations. Originality/value This paper contributes to the literature on exploration–exploitation alliances, which tends to fall short of providing an understanding of why organizations pursue such alliances. By identifying the impact of organizational slack and its interaction with market uncertainty, this study shows that organizations are able to respond to environmental change, and those with capabilities are likely to craft their strategic choice configurations based on their own characteristics.

Changes in the education of early school education teachers in Poland in the context of students’ anticipation of the profession

2020 ◽  
Vol 587 (2) ◽  
pp. 3-13
Author(s):  
Małgorzata Suświłło
Keyword(s):  
School Education ◽  
Quality Of Education ◽  
The Political ◽  
American Philosophy ◽  
Bay Area ◽  
Children And Parents ◽  
Early School ◽  
Teacher Professional ◽  
Training Institute

In this study I describe the problem of changes in the education of pre-school and primary school (grades I-III) teachers in Poland, paying attention to the political and ideological as well as the philosophical context. I provide arguments for the need to care for the quality of education and the need for continuous teacher education. I draw attention to the David Clarke’s and Hilary Hollingsworth’s Correlation Model of Professional Development of Teacher, useful in this regard, and to the European context of solutions in this field. In the further part of the study, I consider the education philosophy of early school education teachers, citing for example Potulicka’s critical views on the neoliberal American philosophy, and providing a different approach of Bay Area Teacher Training Institute (BATTI) (also American), which assumes that the philosophy of teachers education is closely related to the philosophy of education. The second part of this article presents my own qualitative study on the self-anticipation of students regarding the profession of early school education teacher. As a result of the analysis of students’ essays, I selected several types of teacher: ‘professional’, ‘apprentice/constantly learning’, ‘artist/animator’, ‘friend of children and parents/authority’, ‘enthusiast/passionate, ‘constructivist’.

Multicultural Literature as a Context for Problem Solving: Children and Parents Learning Together

2002 ◽  
Vol 8 (8) ◽  
pp. 448-454
Author(s):  
Marilyn E. Strutchens
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Multicultural Literature ◽  
School Mathematics ◽  
Social Environments ◽  
Children And Parents ◽  
Learning School ◽  
Different Cultures ◽  
Mathematics Community ◽  
Learning Together

In recent years, the mathematics community has given more attention to the role that mathematics plays in our cultural society and the contributions of different cultures to mathematics (Bishop 1988; D'Ambrosio 1985; NCTM 1989; Frankenstein 1990; Joseph 1993). Teachers are encouraged to include culture in a variety of ways in the mathematics classroom. Students can be encouraged to use mathematics as a tool to examine their cultural and social environments, traditions, and artifacts. In addition, mathematics learned by students outside the classroom can be used as a bridge to learning school mathematics.

Strategic Choice and the Nature of the Chinese Family Business: An Exploratory Study of the Hong Kong Watch Industry

2003 ◽  
Vol 24 (9) ◽  
pp. 1405-1435 ◽  
Author(s):  
Howard Davies ◽  
Catherine Ma
Keyword(s):  
Hong Kong ◽  
Family Business ◽  
Exploratory Study ◽  
Strategic Choice ◽  
Business Strategies ◽  
Chinese Family ◽  
Continuous Variables ◽  
Strategic Choices ◽  
The Relationship ◽  
Watch Industry

This study examines the relationship between the nature of the Chinese Family Business (CFB) and the business strategies adopted, in the setting of the Hong Kong watch industry. The nature of the CFB is conceptualized and measured as a set of sub-dimensions, represented by continuous variables. It is hypothesized that ‘ CFBness’ is positively associated with ‘traditional’ business strategies, but inhibitive of ‘upgrading’. The results show that the hypotheses are partially supported. While the findings support the view that firms’ strategic choices are constrained by material and ideational influences in their environment, only a small proportion of the variation in business strategies is accounted for by ‘CFB-ness’, leaving ample room for human agency. Overall, the results support a ‘middle view’ between the deterministic and voluntaristic perspectives, whereby firms exercise strategic choice within an environment that predisposes, but does not fix, their behaviour.

scholarly journals Lesson Study in Initial Teacher Education to Stimulate the Pedagogical Content Knowledge on the topic of Speed of Sound

2020 ◽  
Vol 22 (2) ◽  
pp. 29-47
Author(s):  
Teresa Conceição ◽  
Mónica Baptista ◽  
João Pedro Da Ponte
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Speed Of Sound ◽  
Lesson Study ◽  
Participant Observation ◽  
Video Recording ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Cooperating Teacher ◽  
Pedagogical Content

The lesson study is a collaborative model of teacher professional development originating in Japan, which has received growing international attention. This multifaceted model can be considered from many points of view. This research aims to understand what physics and chemistry pre-service teachers learn, in the domain of the pedagogical content knowledge on the speed of sound, in a lesson study. Participants were all pre-service teachers (three) attending the first year of their initial teaching education programme. The lesson study, had two cycles, took place over the course of twelve sessions and a total of 36 hours of work. The first cycle consisted of ten sessions: the first eight sessions aimed at defining the topic and lesson planning; this was followed by the first research lesson taught by the cooperating teacher; and finally, there was a post-lesson reflection. The second cycle consisted of two sessions; a second research lesson was also taught by the cooperating teacher; and subsequent to this, there was a post-lesson reflection. This is a qualitative and interpretative study. Data were collected from participant observation of all sessions using field notes and video recording, individual interviews and individual written reflections. Results showed that the pre-service teachers developed the pedagogical teacher knowledge (PCK) to teach the topic in the planning phase, when they identified the students’ prior knowledge, which would help them learn the topic, and in the post-lesson reflection sessions, when they discussed strategies that could help students overcome their learning difficulties.

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