Relevant bibliographies by topics / Collective efficacy

Academic literature on the topic 'Collective efficacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 22 February 2023

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Journal articles on the topic "Collective efficacy"

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Matsueda, Ross L., and Kevin M. Drakulich. "Measuring Collective Efficacy." Sociological Methods & Research 45, no. 2 (April 27, 2015): 191–230. http://dx.doi.org/10.1177/0049124115578030.

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This article specifies a multilevel measurement model for survey response when data are nested. The model includes a test–retest model of reliability, a confirmatory factor model of interitem reliability with item-specific bias effects, an individual-level model of the biasing effects due to respondent characteristics, and a neighborhood-level model of construct validity. We apply this model for measuring informal social control within collective efficacy theory. Estimating the model on 3,260 respondents nested within 123 Seattle neighborhoods, we find that measures of informal control show reasonable test–retest and interitem reliability. We find support for the hypothesis that respondents’ assessments of whether their neighbors would intervene in specific child deviant acts are related to whether they have observed such acts in the past, which is consistent with a cognitive model of survey response. Finally, we find that, when proper measurement models are not used, the effects of some neighborhood covariates on informal control are biased upward and the effect of informal social control on violence is biased downward.
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Son, Da Rae, and Cheol Hyun Park. ""Collective Efficacy, Disorder, and the Fear of Crime : Collective efficacy VS. Broken windows"." Journal of Public Policy Studies 36, no. 1 (June 30, 2019): 49–71. http://dx.doi.org/10.33471/ila.36.1.3.

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YIN, Rong, Feifei ZHANG, Yuanyuan WANG, and Chenming WEI. "Group efficacy in collective action." Advances in Psychological Science 25, no. 1 (2017): 156. http://dx.doi.org/10.3724/sp.j.1042.2017.00156.

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Meyer, Rachel. "Precarious Workers and Collective Efficacy." Critical Sociology 43, no. 7-8 (August 4, 2016): 1125–41. http://dx.doi.org/10.1177/0896920516655858.

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Jung, Dong I., and John J. Sosik. "Group Potency and Collective Efficacy." Group & Organization Management 28, no. 3 (September 2003): 366–91. http://dx.doi.org/10.1177/1059601102250821.

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Watson, Carl B., Martin M. Chemers, and Natalya Preiser. "Collective Efficacy: A Multilevel Analysis." Personality and Social Psychology Bulletin 27, no. 8 (August 2001): 1057–68. http://dx.doi.org/10.1177/0146167201278012.

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Abdullah, Aldrin, Massoomeh Hedayati Marzbali, Azizi Bahauddin, and Mohammad Javad Maghsoodi Tilaki. "Broken Windows and Collective Efficacy." SAGE Open 5, no. 1 (January 20, 2015): 215824401456436. http://dx.doi.org/10.1177/2158244014564361.

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Cevik, Ilkay, and Bin Wang. "Role Conflict and Role Ambiguity Impact on Collective Efficacy – towards Team Cohesion." INTERNATIONAL JOURNAL OF INNOVATION AND ECONOMIC DEVELOPMENT 4, no. 4 (2018): 47–62. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.44.2003.

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This study attempts to investigate the relationship between Collective Efficacy and Team Cohesion in the performance of youth football teams in France. Also, we are going to examine the influence of role ambiguity and role conflict on collective-efficacy. Furthermore, we will evaluate the significance of collective-efficacy impacting team cohesion and will provide a deeper insight into the study of French football teams. Moreover, the goal was also to describe and specify the profile of the questionnaire respondents that were included in the study and indicated why they were selected in the data collection process. Role ambiguity was found to be significant in affecting the players’ perception of efficacy but in a positive way. However, that contradicts to our theoretical assumption, stating that role ambiguity has a negative impact on collective efficacy. Individual perceptions of the players’ regarding their role do not seem to change the collective perception, taking into account the ambiguity factor. The sample of young football shows that there is a limited number of studies on this relationship among this age group. Therefore, it can be tested as a moderating factor of forming efficacy-cohesion relationship and more research should be provided in this topic, as it is new in contemporary studies.
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Bradford, Shalonda K. "Leadership, Collective Efficacy and Team Performance." International Journal of Web-Based Learning and Teaching Technologies 6, no. 3 (July 2011): 35–45. http://dx.doi.org/10.4018/jwltt.2011070103.

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In this paper, the author examines the effect of leader attributes on the collective efficacy of a group of members of Generation Next, and the interrelation of leadership and collective efficacy on the team’s performance. A case study approach was implemented by 3 teams of business students participating in a national business competition between the years 2009-2011. Results indicate transformational leadership qualities inspire greater levels of collective efficacy. Moreover, teams demonstrating higher collective efficacy also performed better in the competition, suggesting a positive relationship between collective efficacy and team performance. Implications of these findings are discussed and a scope for future research is offered.
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Adams, Curt M., and Patrick B. Forsyth. "Proximate sources of collective teacher efficacy." Journal of Educational Administration 44, no. 6 (November 1, 2006): 625–42. http://dx.doi.org/10.1108/09578230610704828.

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PurposeRecent scholarship has augmented Bandura's theory underlying efficacy formation by pointing to more proximate sources of efficacy information involved in forming collective teacher efficacy. These proximate sources of efficacy information theoretically shape a teacher's perception of the teaching context, operationalizing the difficulty of the teaching task that faces the school and the faculty's collective competence to be successful under specific conditions. The purpose of this study was to examine the influence of three contextual variables: socioeconomic status, school level, and school structure on teacher perceptions of collective efficacy.Design/methodology/approachSchool level data were collected from a cross‐section of 79 schools in a Midwestern state. Data were analyzed at the school level using hierarchical multiple regression to determine the incremental variance in collective teacher efficacy beliefs attributed to contextual variables after accounting for the effect of prior academic performance.FindingsResults support the premise that contextual variables do add power to explanations of collective teacher efficacy over and above the effects of prior academic performance. Further, of the three contextual variables school structure independently accounted for the most variability in perceptions of collective teacher efficacy.Research limitations/implicationsA sample of 79 schools was considered small to accurately test a hypothesized model of collective teacher efficacy formation using structural equation modeling. That approach would have had the advantage of permitting the researchers to identify the relationships among the predictor variables and between the predictors and the criterion. Additionally, there was a concern of possible aggregation bias associated with aggregating collective teacher efficacy scores to the school level. Despite these limitations, the findings hold theoretical and practical implications in that they defend the theoretical importance of contextual factors as efficacy sources. Furthermore, formalized and centralized conditions conducive to promoting perceptions of collective efficacy in teachers are identified.Originality/valueExtant collective efficacy studies have generally not operationalized Bandura's efficacy sources to include the effects of current context. This study does.
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Dissertations / Theses on the topic "Collective efficacy"

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Purl, Justin D. "Collective Control: Collective Efficacy's Role in Team Resource Allocation." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1412876236.

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Benson, Scott Jason. "Culture and Collective Teacher Efficacy: A Case Study in Efficacy." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9226.

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The concept of collective teacher efficacy was first introduced by Bandura (1997) in the 1990's. Hattie's (2016) identification of collective teacher efficacy as the number one influence on student achievement has led to the idea that educators within a school have the ability to positively impact student achievement. In his research, Bandura identified four sources of both individual and collective teacher efficacy: mastery experiences, vicarious experiences, social persuasion, and affective state. The purpose of this qualitative research study is to identify aspects of school culture that support collective teacher efficacy. This was done by interviewing 32 members of the faculty and staff at a K-8 school in New Zealand through a lens of social cognitive theory. Qualitative analysis of these interviews identified five core aspects of school culture that contribute to collective teacher efficacy: shared vision for learning, school systems, relationships, well-being, and collaboration. Based on the assumption that collective teacher efficacy can have a positive effect on student achievement, it is my assertion that understanding and applying these five aspects of school culture could have a significant and positive impact on student achievement.
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Patchell, Jason W. "Enhancing collective efficacy in elite youth basketball /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19782.pdf.

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Eisenbise, David A. "Diabetes Collective Efficacy Among Mexican American Adults." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144339.

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Son, Veronica. "The effects of self-talk on self-efficacy, collective efficacy, and performance." University of Western Australia. School of Sport Science, Exercise and Health, 2008. http://theses.library.uwa.edu.au/adt-WU2009.0023.

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The primary purpose of this study was to examine the impact of different types of self-talk (i.e., group-oriented self-talk versus individual-oriented self-talk) upon self-efficacy, collective efficacy, and performance of a dart-throwing task in a group setting. The second object was to examine the interaction individuals' between individualistic or collectivistic orientations and self-talk on their perceptions of self-efficacy and collective efficacy. Participants were 80 university students (age, M = 22.25 years, SD = 4.41). A series of 3 (self-talk intervention levels) X 2 (individualism-collectivism levels) between-groups ANOVAs revealed that both self-efficacy and collective efficacy beliefs were significantly higher in the group-oriented self-talk condition than in the control condition. Consistent with efficacy beliefs, significant differences in performance improvement were found between the group-oriented-self-talk and the control condition. However, no interaction between self-talk and individualism-collectivism was found for self-efficacy or collective efficacy. The results suggest that in interdependent contexts, group-oriented self-talk strategies could be more effective in enhancing participants' confidence in their own abilities, their team's abilities, and performance than individual-oriented self-talk strategies. Limitations and implications for the future study of efficacy beliefs within a group performance setting are discussed.
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Tinker, Amanda. "Teacher Expectations, Self-efficacy, and Collective Efficacy in Three Tennessee Literacy Networks." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3698.

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The purpose of this quantitative study was to determine if there was a significant difference in the dependent variables- teacher expectations, self-efficacy, and collective efficacy among the three levels of the independent variable- membership in one three literacy networks in Tennessee- Leading Innovation for Tennessee (LIFT), Read to Be Ready Coaching Network (RTBR), and Tennessee Early Literacy Network (TELN)- and if significant correlations existed between the dependent variables for each network. The population consisted of 161 K-3 Tennessee teachers who had been involved in the work of one of the three networks. Participants responded to an online survey via Google Forms which combined questions from published surveys found to be valid and reliable in measuring teacher expectations, self-efficacy, and collective efficacy. Quantitative data were analyzed with a series of one-way analysis of variance tests, and Pearson correlation coefficients. The mean score for the LIFT network was significantly higher in teacher expectations, self-efficacy, and collective efficacy than RTBR or TELN. Strong positive correlations were found between self-efficacy and collective efficacy for each of the three networks, moderate correlations between teacher expectations and collective efficacy were found in LIFT and TELN, and a moderate correlation was found between teacher expectations and self-efficacy in LIFT.
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Gearhart, Michael C. "Preventing Neighborhood Disorder: The Role of Mutual Efficacy in Collective Efficacy Theory." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1492500155232185.

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Soisson, Barbara. "Believing Becomes Doing: Developing Teacher, Principal, and Collective Efficacy in Middle School." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13276.

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Student achievement is influenced by efficacy, a construct linked to behaviors that promote learning. The researcher investigated the strength of the relationships between teacher, principal, and collective efficacy at middle schools within a metropolitan area that received Outstanding Oregon State Report Card ratings for 2010-2011. Teachers and principals completed questionnaires to assess their beliefs about executing specific academic and behavioral tasks. The survey instruments were previously validated. Responses to open-ended questions provided insights into practices that develop efficacy. It was hypothesized that teachers and principals would report strong senses of individual and collective efficacy. Findings showed a moderate relationship between teacher and collective efficacy and a moderate relationship between academic efficacy beliefs and behavioral efficacy beliefs at the teacher and collective levels. The middle schools with higher levels of teacher, collective, and principal efficacy were characterized by collaborative cultures focused on improving instruction and leadership that promoted collaboration and growth.
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Kiesel, Claire Marie. "Perceptions of Collective Efficacy as a Mediator: An Examination of the Perceptions of Group Cohesion, Social Loafing, and Collective Efficacy." Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1534937246305126.

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Prusak, Kyla J. "Principal Leadership Behaviors that Affect Teacher Collective Efficacy." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703293/.

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Research continues to support the positive link between teacher collective efficacy and student achievement. The purpose of this study was to better understand how principal leadership behaviors affect teacher collective efficacy beliefs. The study was designed around Goddard, Hoy, and Hoy's construct of teacher collective efficacy, which is grounded on Bandura's efficacy constructs. The sequential mixed-methods study was designed to examine the perceptions of teacher participants from one Texas Title I middle school regarding principal leadership behaviors. A case study approach was used to construct meaning from teachers' perceptions about the effects of principal behaviors on teachers' beliefs regarding the components of collective efficacy. The quantitative portion of the study (a survey) examined teacher perceptions of their collective efficacy beliefs regarding various facets of the school organization. The qualitative portion (focus group and individual interviews) centered on what teachers perceive to be the impact of principal leadership behaviors on their teacher collective efficacy. Findings from the quantitative portion of the study suggest that teachers perceive their levels of collective efficacy to be higher when reflecting on factors that are primarily connected to school, like learning, motivating students, and handling student discipline issues. Findings from the qualitative portion of the study suggest that when principals exhibit collaboration, empowerment, relationship building, and trust, teachers perceive the leader to be effective. The study was limited to one Title I middle school so an extension to the study which would include other middle or additional high schools is recommended.
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Books on the topic "Collective efficacy"

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Karrasch, Angela I. Lessons learned on collective efficacy in multinational teams. Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences, 2003.

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Sampson, Robert J. Neighborhood collective efficacy--: Does it help reduce violence? [Washington, DC]: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 1998.

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Collective efficacy theory and perceptions of crime: Documenting neighborhood context effects. El Paso: LFB Scholarly Publishing, 2015.

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Pockets of crime: Broken windows, collective efficacy, and the criminal point of view. Chicago, IL: University of Chicago Press, 2007.

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Youth involvement in crime: The importance of locus of control and collective efficacy. El Paso: LFB Scholarly Pub., 2013.

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Dithurbide, Lori. Examining the mediating effects of team-referent causal attributions on the team performance and collective efficacy relationship. St. Catharines, Ont: Brock University, Faculty of Applied Health Sciences, 2007.

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Bailey, Jane Suzanne. "Organizing the unorganized" revisited: An analysis of the efficacy of labour legislation in facilitating collective representation in the Canadian banking sector. Kingston, Ont., Canada: Industrial Relations Centre, Queenʼs University at Kingston, 1991.

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Lunardon, Fiorella. Efficacia soggettiva del contratto collettivo e democrazia sindacale. Torino: G. Giappichelli, 1999.

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Questioni sulla contrattazione collettiva: Legittimazione, efficacia, dissenso. Milano: Giuffrè, 1994.

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Chambre nationale des huissiers de justice (France). Colloque. Pour une procédure collective efficace: Actes du colloque organisé par la chambre nationale des huissiers de justice, Paris, 1er octobre 2009. Paris: Editions juridiques et techniques, 2010.

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Book chapters on the topic "Collective efficacy"

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Pietrantoni, Luca. "Collective Efficacy." In Encyclopedia of Quality of Life and Well-Being Research, 987–89. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_434.

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Zaccaro, Stephen J., Virginia Blair, Christopher Peterson, and Michelle Zazanis. "Collective Efficacy." In Self-Efficacy, Adaptation, and Adjustment, 305–28. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4419-6868-5_11.

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Chowdhary, Cat. "Collective teacher efficacy." In So... What Does an Outstanding Teacher Do?, 103–21. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003264453-7.

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DeWitt, Peter M. "Priority I—Collective Efficacy." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 111–24. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n11.

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Drakulich, Kevin M. "Social Capital and Collective Efficacy." In Encyclopedia of Criminology and Criminal Justice, 4891–99. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5690-2_428.

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Wang, Jing, Umer Farooq, and John M. Carroll. "Creative Collective Efficacy in Scientific Communities." In Proceedings of COOP 2010, 331–51. London: Springer London, 2010. http://dx.doi.org/10.1007/978-1-84996-211-7_18.

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Grant, Heath B. "Rethinking Community Policing – Collective Efficacy First." In Police Integrity in the Developing World, 21–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00413-2_5.

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Maia, Nuno, Manuel Mariano, Goreti Marreiros, Henrique Vicente, and José Neves. "Efficacy and Planning in Ophthalmic Surgery – A Vision of Logical Programming." In Computational Collective Intelligence, 558–68. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67074-4_54.

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Myers, Nicholas D., and Deborah L. Feltz. "From Self-Efficacy to Collective Efficacy in Sport: Transitional Methodological Issues." In Handbook of Sport Psychology, 799–819. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118270011.ch36.

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Nolan, James J., and Joshua C. Hinkle. "Community Dynamics, Collective Efficacy, and Police Reform." In Palgrave's Critical Policing Studies, 61–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56765-1_5.

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Conference papers on the topic "Collective efficacy"

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Lingat, John Eric. "Exploring the Measurement of School Leaders' Collective Efficacy and Collective Trust." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442043.

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Carroll, John M., Mary Beth Rosson, and Jingying Zhou. "Collective efficacy as a measure of community." In the SIGCHI conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1054972.1054974.

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Voelkel, Robert. "Connecting Teacher Collective Efficacy and Professional Learning Communities." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888280.

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Xie, Charlene, Yang Liu, and Xiao-dan Weng. "The efficacy of voluntary leadership in environmental collective action." In 2014 International Conference on Management Science and Engineering (ICMSE). IEEE, 2014. http://dx.doi.org/10.1109/icmse.2014.6930337.

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Rice, Alexandra, and Trent Williams. "COLLECTIVE EFFICACY AND THE CHALLENGES OF CURRICULUM CHANGE MANAGEMENT." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0790.

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Yu, Zheng, Zhao Na, and Wang Er-ping. "Collective efficacy as a mediated moderator in a multilevel study." In 2010 International Conference on Management Science and Engineering (ICMSE). IEEE, 2010. http://dx.doi.org/10.1109/icmse.2010.5720018.

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Ruiz-Dodobara, Fernando, Luis Miguel Escurra Mayaute, and Ana Aguilar Angeletti. "Cyberactivism, Facebook self-efficacy and collective action among peruvian students." In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2021. http://dx.doi.org/10.23919/cisti52073.2021.9476355.

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Voelkel, Robert. "Connecting Transformational Leadership, Professional Learning Communities, and Teacher Collective Efficacy." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437622.

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Voelkel, Robert. "Support for Effective Professional Learning Communities and Teacher Collective Efficacy." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690930.

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Voelkel, Robert. "Connections Among Leadership, Professional Learning Communities, and Teacher Collective Efficacy." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890386.

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Reports on the topic "Collective efficacy"

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Karrasch, Angela I. Lessons Learned on Collective Efficacy in Multinational Teams. Fort Belvoir, VA: Defense Technical Information Center, April 2003. http://dx.doi.org/10.21236/ada414109.

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Elliott, Kerry, Hilary Hollingsworth, Aiden Thornton, Liz Gillies, and Katherine Henderson. School leadership that cultivates collective efficacy: Emerging insights 2022. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-694-9.

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The work of the Menzies School Leadership Incubator suggests we need a new approach to leadership that supports school leaders to better manage transformational change and deepen collaborative capacity necessary to cultivate collective efficacy to improve student learning outcomes. This paper provides a description of the work of the Menzies School Leadership Incubator (“the Incubator’) and insights generated so far. The Incubator has identified five leadership domains which underpin the leadership of Collective Efficacy: Understanding Collective Efficacy; Systems Leadership; Change Leadership; Team Leadership; and Collaborative Capacity.
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Elliott, Kerry, and Hilary Hollingsworth. A case for reimagining school leadership development to enhance collective efficacy. Australian Council for Educational Research, June 2020. http://dx.doi.org/10.37517/xyqs1429.

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Canty, Ann L., and Andreas Schwab. Challenges of Virtual Teams: The Complex Effects of Personality and Turnover on Trust, Collective Efficacy, Performance, and Member Retention. Fort Belvoir, VA: Defense Technical Information Center, December 2001. http://dx.doi.org/10.21236/ada397682.

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Eblie Trudel, Lesley. Leveraging Collective Efficacy in The Dangerous Space Between Good Intentions and Meaningful Interventions: A Study on the Use of School Suspensions in Manitoba; A Review of Literature for Manitoba Education and Early Childhood Learning. University of Winnipeg, December 2022. http://dx.doi.org/10.36939/ir.202212191117.

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Doustmehraban, Maryam, Hengameh Ferdosian, Seyed Ali Emami, Elahe Sedighi, Mina Moridi, and Hadi Zamanian. Efficacy of online mindfulness in heart disease: A systematic review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0055.

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Review question / Objective: The aim of this systematic review is to investigate the efficacy of mindfulness interventions on physiologic and psychological outcomes in heart disease. Condition being studied: Heart disease is one of the most important life-threatening conditions and various psychological and physical treatments are considered for them. one of the psychological interventions which is used widely in a chronic disease context, is mindfulness-based interventions that could be delivered online. Information sources: Web OF Science Core Collection; EMBASE; Scopus; Psych Info.
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Panaccione, Kathleen. The Efficacy and Feasibility of a Context-Specific Autism Behavior Rating Tool with Real Time Data Collection Methods from the Perspectives of Clinicians, Educators, and Parents. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3284.

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Wang, Xiao, Hong Shen, Yujie Liang, Yixin Wang, Meiqi Zhang, and Hongtao Ma. Effectiveness of Tango Intervention on Motor Symptoms in Patients with Parkinson's Disease: A Protocol for Systematic Review and Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0009.

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Review question / Objective: Parkinson's disease (PD) is a degenerative neurological disease caused by the loss of dopaminergic neurons in the pars compacta of the substantia nigra of the brain, resulting in lesions in the basal ganglia. The main motor symptoms of PD include resting tremor, rigidity, akinesia or bradykinesia and postural instability. As an exercise intervention based on musical accompaniment, tango dance has shown positive effects on the rehabilitation of motor symptoms in PD patients in recently. In this study, we systematically reviewed the efficacy of tango intervention in alleviating the motor symptoms of patients with PD. Condition being studied: Parkinson. Information sources: The following electronic databases will be searched: PubMed, Cochrane Central Register of Controlled Trials (CENTRAL), Web of Science Core collection, and China National Knowledge Infrastructure Database (CNKI) and WanFang Database.
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Wang, Yilan, Sijing Zhao, Zherui Shen, Zhenxing Wang, and Fei Wang. Combination of Jinshuibao Capsules and Conventional Pharmaceutical Treatments for Patients with Stable Chronic Obstructive Pulmonary Disease: A Systematic Review and a Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0117.

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Review question / Objective: Jinshuibao capsules are derived from Cordyceps, and they have been widely used in the treatment of different diseases. They have also been utilized in the treatment of respiratory diseases, while their effects on patients with stable chronic obstructive pulmonary disease (COPD) have remained elusive. The present study aimed to compare the efficacy of Jinshuibao capsules plus conventional pharmaceutical treatments (CPT) versus CPT alone for patients with stable COPD. Information sources: It was attempted to conduct a systematic review and a meta-analysis based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. In addition, PubMed, EMBASE, Cochrane Library, Web of Science, China Knowledge Infrastructure (CNKI), Wanfang Data Knowledge Service Platform, VIP Information Resource Integration Service Platform (CQVIP), and China Biomedicine (SinoMed) databases were searched from inception until September 30, 2021. Google Scholar and the China Clinical Trial Registry were also searched for retrieving missing data. In emergency conditions, we contacted the corresponding authors of retrieved studies for collection of additional data.
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10

Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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