Most of our workforce consists of members of Generation Y, making it necessary to understand their motivations to work on projects. In this article we investigate the motivation of young project ...professionals in the context of four case studies. Based on self-determination theory, we outline the Conceptual Model of Young Project Professional Motivation, which is comprised of autonomy, competence, relatedness, and purpose. The study offers several contributions to theory and practice. First, the article extends the understanding to self-determination theory by operationalizing the different needs of young project professionals in projects. Second, it explicitly adds the need for purpose as a central motivator to our theoretical understanding. Third, it puts the motivators in contexts and shows that these motivators have varying levels of importance in different project and organizational contexts. From a practice perspective, the study contributes to a better understanding of how to attract and retain young project professionals in organizations, for example, by fostering work environments and career opportunities that are aligned with their needs. We conclude this article with a research agenda.
Problem statement. The educational life of the modern school is a huge field for observation and analysis. A variety of technologies used in the world to enhance cognitive activity and increase the ...role of independence in the activities of students create new forms and methods within the educational process. STEAM technologies are actively used in the system of additional education. However, the use of such technology in the main educational process has not been practically studied. This is due to the difficulty of combining innovative approaches with the implementation of the school curriculum. Methodology. The study uses methods for designing a learning model, pedagogical experiment, observation, conversation, and experience generalization. Content analysis and thematic monitoring of existing publications were carried out for the keywords, such as STEAM-technologies, increase of cognitive activity, and creation of educational laboratories. Results. The three-year experience of experimental application of educational STEAM-technology in the primary school is considered in order to analyze and highlight the most significant examples of the application of this technology for practice. The essence and features of the educational STEAM technology are described, as well as the ways of creating educational laboratories based on the proposed approaches implemented within the framework of the study. Significant aspects of the use of such technology in the modern school are revealed. Examples from the practice of school work are given, types of laboratories, goals and content of training, and obtained educational results are considered. Conclusion. In the process of performing research work using STEAM technology in the educational process of the secondary school, the most effective ways to create educational laboratories and the most significant aspects of the use of such technology in school were identified.
Este trabajo tiene como objetivo analizar la opinión de los estudiantes hacia el inglés nativo y no nativo y su percepción de la pronunciación del inglés de hablantes no nativos. Para ello, en el ...marco de un proyecto telecolaborativo con estudiantes de la Universitat Politècnica de València (UPV), España, y del Instituto Politécnico de Kiev "Igor Sikorsky", Ucrania, los estudiantes se dividieron en un grupo experimental y otro de control. Ambos grupos completaron dos encuestas antes y después del proyecto de telecolaboración, y se midió su progreso. En la primera encuesta se preguntaba a los estudiantes sobre su percepción de otros acentos ingleses no nativos (adaptado de He & Li, 2009). En la segunda encuesta, los estudiantes evaluaron el acento de otros estudiantes internacionales no nativos de inglés (basado en Bayard, Weatherall, Gallois & Pittam, 2001; y Zahn & Hopper, 1985). Los resultados mostraron que los estudiantes que habían estado en contacto con otros hablantes no nativos cambiaron positivamente su percepción de esa variedad de inglés. En conclusión, la telecolaboración parece ser una herramienta valiosa para desarrollar la competencia cultural y evitar los prejuicios contra los hablantes no nativos.
The paper deals with some aspects of project-based learning application in the formation of students’ communicative competence as a new model of digital transformation of the education system. The ...authors focus on the development and dissemination of the project-based learning method within frameworks of the discipline “Foreign language” as a new model of the work of educational organisations. The methods used in the research conducted for this article represent a combination of modern information resources use and online technologies in teaching foreign languages in a non-linguistic university. Thus, project work becomes a learning technology that allows modelling communication within the educational process to obtain the required educational results in a digital educational environment, and for increasing motivation for learning.
The article focuses on study visits from the perspective of mathematical project work. Project work means a systematic organizing method of teaching that is based around a project. The research ...questions are the kinds of study visits students made, the meaning(s) of those visits, the mathematical content in the visits and how such study visits should be developed. The research material consists of two questionnaires (one for teachers and one for companies) and a case study of a student group that carried out two study visits as part of their mathematical project work. The results show that both teachers and companies considered study visits to be significant from their own standpoints. The teachers organize study visits, but the content of the visits is not usually connected with activities in the classroom.
An early childhood education reform with emphasis on intellectual education is currently underway in Germany, and project works pertaining to this reform are attracting attention as an approach to ...promote children’s competencies and as a way of implementing appropriate learning for early childhood. In this paper, the themes and activities of 53 project works related to natural sciences were analyzed, and the following findings were obtained.Approximately 60% of the themes were biological and about 40% were physical, chemical, and geological. The project works can be classified into 13 categories, such as “water,” “fire,” “energy,” “soil,” etc. Additionally, while children’s interests were the basis of the project themes, those regarding education for sustainable development (ESD) and Mathematik, Informatik, Naturwissenschaft, Technik (MINT) were set after support by teachers. The project works are characterized first by experiential activities that involve thoughts, feelings, and the five senses; second, they include free expressive activities; and finally, they develop activities that advocate personal lifestyles and social change. Given that the “process itself is the goal” of project works, there is value in participating in a certain situation or process, and this could be one way of “learning” in early childhood.
Resumen:El estudio que se presenta emplea métodos de investigación observacionales y narrativos a objeto de analizar la implementación de una propuesta didáctica de integración lingüística y ...curricular por proyectos en un centro bilingüe de Educación Primaria. Se desarrolla un estudio de casos con un equipo docente para analizar las principales dificultades, facilitadores y logros identificados en el proceso. Entre los resultados se constata la existencia de dificultades para el desarrollo de la propuesta vinculadas con las dimensiones de gestión y organización de la enseñanza, competencia lingüística del profesorado y metodología didáctica. Se identifican, asimismo, elementos facilitadores tales como la cultura de colaboración del equipo docente y el potencial del enfoque de trabajo por proyectos para motivar al alumnado. Los logros aluden al desarrollo profesional del profesorado y el aprendizaje significativo del alumnado en las dimensiones de contenido y lengua. Entre las conclusiones, se pone de relieve la pertinencia de desarrollar propuestas de integración curricular y lingüística en el marco del trabajo por proyectos como estrategia para combatir la potencial fragmentación curricular derivada de la incorporación de lenguas extranjeras para la enseñanza de contenidos así como los riesgos de trivializar el currículum de las áreas bilingües.
This article has one theme and two parts. The theme is that we humans can do more and do it more enjoyably when we cooperate. The first part of the article explains eight principles from cooperative ...learning, a methodology that facilitates students learning in groups of two-four members, along with the learning they do with teachers and by studying on their own. The second part describes four cooperative learning techniques, as a way to bring to life the eight principles from the first part, and also to provide readers of the article with ready-made ideas for using cooperative learning in their own teaching. This article suggests that shorter cooperative learning activities can prepare students for doing projects, and that students can do shorter cooperative learning activities as part of the work they do on projects.
Employing self-determination and social identification theories, we examined how servant leadership, which focuses on employees’ needs, influences project success. Based on 453 responses from project ...team leader–project team member dyads working in a single organization, our findings suggest that servant leadership enhances project success predominantly by mitigating project work withdrawal, rather than accentuating work engagement. Additionally, when team members’ project identification is high, the servant leadership–work engagement relationship is weakened, whereas the servant leadership–project work withdrawal relationship is strengthened. We contribute to the nascent literature that positions servant leadership as an effective style in the project context.
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