Kristen A. Gilbert, Robert H. Voelkel and Christie W. Johnson
Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in…
Abstract
Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.
Kristen A. Gilbert, Robert H. Voelkel and Christie W. Johnson
Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in…
Abstract
Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.
C.Daniel Batson, Nadia Ahmad, Jodi Yin, Steven J. Bedell, Jennifer W. Johnson, Christie M. Templin and Aaron Whiteside
In each of two experiments, some participants chose between allocation of resources to the group as a whole or to themselves alone (egoism condition); some chose between…
Abstract
In each of two experiments, some participants chose between allocation of resources to the group as a whole or to themselves alone (egoism condition); some chose between allocation to a group or to a group member for whom they were induced to feel empathy (altruism condition); and some chose between allocation to a group or to a member for whom empathy was not induced (baseline condition). When the decision was private, allocation to the group was significantly - and similarly - lower in the egoism and altruism conditions compared to the baseline. When the decision was public, allocation to the group was significantly lower only in the altruism condition. These results indicated, first, that both egoism and altruism can be potent threats to the common good and, second, that anticipated social evaluation is a powerful inhibitor of the egoistic but not the altruistic threat.
Manfen W. Chen and Jianzhou Zhu
This paper examines the clustering of return volatility within industries by comparing the short‐run responses of stock returns to the arrival of macroeconomic news across several…
Abstract
This paper examines the clustering of return volatility within industries by comparing the short‐run responses of stock returns to the arrival of macroeconomic news across several industries. We hypothesize that some industries have distinctive qualities which influence the sensitivity of companies’ equity value to information releases. To test this hypothesis, we sample intraday stock price data of ten firms from three industries ‐ General Industry, Banking, and Real Estate Trusts ‐ and conduct the Brown‐Forsythe‐Modified Levene tests. The evidence shows that there exist different degrees of responses to the release of macroeconomic news and consequently different degrees of return volatility clustering: strongest in General Industry, less strong in Banking, and weak in Real Estate Investment Trusts.
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Scotland's Teacher Induction Scheme, which covers new teachers in the state sector, was introduced in 2002, before which there was a 2-year probation period. This chapter covers…
Abstract
Scotland's Teacher Induction Scheme, which covers new teachers in the state sector, was introduced in 2002, before which there was a 2-year probation period. This chapter covers teacher probation prior to 2002; the components of the Teacher Induction Scheme; allocation of induction year teachers; the Standard for Full Registration; support and professional learning and tensions in the scheme, namely mentors' dual support and assessment roles, the vulnerable position of induction year teachers and the role of universities in teacher induction. While there have been some minor changes to the Teacher Induction Scheme and the Flexible Route (originally called the Alternative Route) to Registration, there has not been an official review or overhaul since their introduction in 2002. Therefore, this chapter concludes with suggestions on possible future developments.