Articoli di riviste: "Relational and rational schools"

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Lee, Hsiang-Ming, Ya-Hui Hsu, and Tsai Chen. "The Moderating Effects of Self-Referencing and Relational-Interdependent Self-Construal in Anti-Smoking Advertising for Adolescents." International Journal of Environmental Research and Public Health 17, no. 22 (November 16, 2020): 8481. http://dx.doi.org/10.3390/ijerph17228481.

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The tobacco epidemic is one of the most serious public health issues in the world. Tobacco use starts and becomes established primarily during adolescence, and nearly 9 out of 10 cigarette smokers first tried smoking by age 18, with 99% first trying by age 26. This study employed a 2 (advertising appeal: emotional vs. rational) by 2 (self-referencing: analytical vs. narrative) factorial design in Study 1; and a 2 (relational-interdependent self-construal: high and low) by 3 (social relational cue: self, friend, and family) factorial design in Study 2. The behavior intention of anti-smoking acted as the measured dependent variable. Samples of 192 (Study 1) and 222 (Study 2) were collected from one of the biggest high schools in northern Taiwan. The results showed advertising appeal and self-referencing had a significant interaction effect on behavior intention (p = 0.040). The results also showed rational appealing advertising is suitable for analytical self-referencing (p = 0.022) and emotional appealing advertising is suitable for narrative self-referencing (p = 0.067). However, the social relationship cue and relational-interdependent self-construal had no significant interaction effect on behavior intention, and only relational-interdependent self-construal significantly affected behavior intention (p < 0.001). Regardless of whether the relational-interdependent self-construal is high or low, when the anti-smoking advertising is from the family perspective to persuade adolescents not to smoke, both influence the adolescent more than the other two social relationship cues (self and friend).

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Foran, Andrew, Dan Robinson, Margareth Eilifsen, Elizabeth Munro, and Tess Thurber. "Pedagogy: A Teacher’s Practice." Phenomenology & Practice 14, no. 1 (June 2, 2020): 39–56. http://dx.doi.org/10.29173/pandpr29397.

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Neoliberal assaults upon public education have been grounded upon the supposition that schools are failing to prepare students to respond to local and global economic needs and realities. The result has left the relational between pupils and teachers as a taken-for-granted practice. Lived experiences often can show and capture the unexpressed in taken for granted moments. This discussion presents teaching as relational moments, shared between beginning teachers and pupils. We employ a phenomenological sensitivity as we unravel the anecdotal evidence to bring into language a “lived through” dimension of human relations. As teacher educators, we ask: what is experienced when relationality is the focus for beginning teachers? The importance of this question is due to the prevalence of neoliberal forces that now guide, and to large extent, control what it means to teach in schools across Canada. In an effort to understand this emerging view of teaching, we explore what four preservice teachers from Nova Scotia experienced in becoming teachers, as they completed their final Field Experience in Bergen, Norway. We share these anecdotal representations to help teachers see how the relational informs identity in becoming a teacher and allows teacher educators to deconstruct the “taken-for-granted-ness” of teaching stuck in the rational-technical model.

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Arruñada, Benito, and Xosé H. Vázquez. "The Impact of Behavioural Assumptions on Management Ability: A Test Based on the Earnings of MBA Graduates." Management and Organization Review 9, no. 2 (July 2013): 209–32. http://dx.doi.org/10.1017/s1740877600003259.

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AbstractIn this article, we explore different behavioural assumptions in the training of managers. We show that training emphasizing rationality and self-interest, the standard assumptions used in economics, benefits those working in technical posts but may lead future managers to rely excessively on rational and explicit safeguarding, crowding out instinctive relational heuristics and signalling a deficient human type to potential partners. In contrast, the diverse, implicit, and even contradictory nature of behavioural assumptions in management theories avoids conflict with innate cooperative tools and may provide a good training ground for using such tools. Tentative confirmatory evidence shows that the weight placed on behavioural assumptions in the core courses of the top 100 business schools influences the average salaries of their MBA graduates. Controlling for the self-selected average quality of students and some other school characteristics, average salaries are seen to be significantly greater for MBA programs that include a larger proportion of management courses in their core curriculum.

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Kool, Dennis de, and Victor Bekkers. "The perceived value-relevance of open data in the parents’ choice of Dutch primary schools." International Journal of Public Sector Management 29, no. 3 (April 11, 2016): 271–87. http://dx.doi.org/10.1108/ijpsm-02-2016-0022.

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Purpose – The purpose of this paper is to investigate the perceived value-relevance of open data published by the Dutch Inspectorate of Education in the parents’ choice of Dutch primary schools. Design/methodology/approach – Empirical data were collected through a mixed method strategy including quantitative and qualitative methods: quantitative surveys among parents of pupils in 25 primary schools; and semi-structured in-depth interviews using a topic list. Findings – Parents make little use of the Inspectorate’s website compared to other information sources. The perceived usefulness of this website to parents choosing a primary school is also relatively low. Personal information gathered by school visits, written information from schools and information from other parents are more important sources. Research limitations/implications – Subjective considerations, such as the atmosphere and ambience of a school, play an important role in parents’ choice behavior. Pragmatic considerations also play a role, such as a school’s nearness. This study shows that it is necessary to rethink the rational assumptions behind publishing performance data. Practical implications – This study observed a mismatch between the demand and supply of open data about primary schools. The Inspectorate’s publication strategy is based on “hard” and “written” data presented on a website, but parents also appreciate “soft” and personal “oral” data. Parents state that the Inspectorate should not only focus on negative school results for censuring (“naming and shaming”), but also give attention to schools that perform well (“naming and faming”). Originality/value – Research about parents’ and citizens’ use of quality information in general is scarce. These findings show that parents’ choice behavior is less rational than assumed. Relativistic notions about decision-making processes are recognized in other studies also, but they suggest that highly educated parents are over-represented in the group of parents who actively make school choices, whereas this study found no indications that parents’ educational level affects their choices.

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Cerni, Tom. "The Relationship of Analytical—Relational and Intuitive—Experiential Information Processing Styles with Adolescent Scholastic and Coping Ability." Journal of Psychologists and Counsellors in Schools 9, S1 (August 1999): 75–92. http://dx.doi.org/10.1017/s1037291100003010.

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According to cognitive-experiential self-theory (CEST), individuals process information through two conceptual systems, an experiential system and a rational system, each operating by its own rules of inference. The study aimed to investigate adolescent scholastic and coping ability using the recently developed self-report measure of individual differences in intuitive-experiential and analytical-rational thinking, based on the cognitive-experiential self-theory (CEST; Epstein, Pacini, Denes-Raj & Heier, 1996). The sample involved 134 adolescent boys from an independent boys' school in Sydney, Australia. As a within-group correlational study, the data were analysed using factor analysis, correlational analysis, multiple regressions and canonical correlation analysis. The analysis was carried out using the SPSS system (Statistical Package for the Social Sciences). The results suggest that while factor analysis had established the independence of the analytical-rational and intuitive-experiential functions among an Australian male adolescent sample, only the analytical-rational function was found to be significantly correlated with both adolescent scholastic and coping ability. No substantial correlations were found between these two measures and the intuitive-experiential function. The findings support the notion that students with high intelligence and effective coping favoured using the rational function. These findings may in part reflect, as suggested by Epstein, Pacini et al., (1996) the developmental aspects of the two modes of information processing among younger participants. Implications for effective student learning and coping are discussed.

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Wang, Fei. "Subversive leadership and power tactics." Journal of Educational Administration 56, no. 4 (July 2, 2018): 398–413. http://dx.doi.org/10.1108/jea-07-2017-0081.

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Purpose Principals’ leadership has become a subversive activity that is carried out strategically to challenge and disrupt the status quo and resist policies and practices that are counterproductive to their work. The purpose of this paper is to reveal subversive tactics principals use in pursuit of justice and equity in schools and identify challenges and risks associated with their subversive leadership practices. Power tactics were used as a conceptual framework to guide the analysis of subversive activities by school principals. Design/methodology/approach This qualitative study focuses on 18 elementary and secondary school principals from six district school boards in the Metro Vancouver area who participated in the semi-structured interviews on their practices that epitomize different tactics in response to increasing demand and accountability. Findings The power tactics identified in this study illuminate many of the dilemmas principals face in their work and demonstrate the various ways principals exercise their political acumen to “act strategically to determine which tactics to use, when, and with whom.” In exercising ethics of subversion and critique, participants are more likely to use soft, rational, and bi/multilateral rather than hard, non-rational, and unilateral power tactics. Such tendency reveals their concern about causing relational harm and shows their strategic avoidance of direct confrontation. Research limitations/implications Considering the limitations on the sample size and the research context, more research is needed to examine to what extent subversive practices are exercised and how they play out in different contexts. Originality/value The study shows that leadership involves upholding morals and values, even if this means having to use subversive practices to ensure inclusive, equitable, and just outcomes.

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Goddard, Roger D. "Relational Networks, Social Trust, and Norms: A Social Capital Perspective on Students’ Chances of Academic Success." Educational Evaluation and Policy Analysis 25, no. 1 (March 2003): 59–74. http://dx.doi.org/10.3102/01623737025001059.

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This study elaborates a theoretical rationale for relational networks, norms, and trust as structural and functional forms of social capital that can facilitate student achievement. The results of hierarchical generalized linear modeling show that 4th-grade students’ odds of passing state-mandated mathematics and writing assessments are modestly increased in urban schools characterized by high levels of social capital. The results suggest the need for more research investigating the extent to which social capital is independent from socioeconomic status and whether social capital may be developed in schools serving high concentrations of poor and minority students.

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Crisp, Brian F. "Audacious Reforms: Institutional Invention and Democracy in Latin America By Merilee S. Grindle. Baltimore, MD: Johns Hopkins University Press 2000. 269p. $45.00 cloth, $17.95 paper." American Political Science Review 96, no. 1 (March 2002): 238–39. http://dx.doi.org/10.1017/s0003055402344332.

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Merillee Grindle addresses three questions: Why would rational politicians choose to give up power? What accounts for the selection of some institutions rather than others? What are the political consequences of the creation of new institutions? She studies cases of decentralizing political reforms in Venezuela, Bolivia, and Argentina. Her case studies are loosely guided by eleven hypotheses deduced from three schools of thought. The schools to which she refers in an introductory and concluding chapter are rational choice, comparative institutionalism, and new institutionalism (the latter has two subvariants: transaction costs and institutional design). The theoretical perspectives are apparently not equally useful across questions, as new institutionalism is not used to deduce hypotheses on why politicians would choose to reform, and rational choice is not applied to the reasons some some institutional changes are chosen over others.

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Tubert-Oklander, Juan. "Between Imagination and Rigour: A Response to Farhad Dalal’s Article ‘The Analytic and the Relational: Inquiring into Practice’." Group Analysis 50, no. 2 (May 25, 2017): 238–54. http://dx.doi.org/10.1177/0533316417708350.

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The relational perspective of analysis is a way of looking at, practising, and understanding the whole of analysis—including psycho-analysis, group-analysis, and socio-analysis—rather than a specific school of psychoanalysis. Farhad Dalal’s excellent article describes the evolution of his thinking and practice, from a classical analytic stance to a relational conception of it. There are two ways of conceiving and practising psychoanalysis, which he calls ‘the analytic’ and ‘the relational’, derived from two contrasting conceptions of the world and of life. This generates a split between theory and practice in analysis. Some practitioners adhere to the classical view, but are actually relational in their practice; others have adopted relational theory, but maintain the detached scientific attitude of the classical Freudian analyst. Freud’s abandonment of the traumatic theory of neuroses had unconscious sources that determined the injunction for analysts not to be relational. Group analysis, on the other hand, has been relational from the beginning. S.H. Foulkes had a contradiction between his adherence to Freudian theory and the revolutionary aspects of his thinking and practice—what Dalal calls ‘radical Foulkes’. The hierarchical, detached, and emotionally closed off form of relating prescribed by classical analysis is anti-therapeutic. By contrast, the kind of therapeutic relation that Dalal strives to develop has connotations with engagement, reciprocity and mutuality, and may generate corrective emotional experiences. But human events are never fully explained or predictable, so that the corrective emotional experience is an occurrence, not a technique. The analyst works in a radical uncertainty and can only be guided by his intuition, which has then to be checked by rational critical analysis. This generates a dialectic tension between imagination and rigour, which must be kept and nursed, not solved. This corresponds to an analogical hermeneutic stance, which rejects both the dogmatic univocality of Modernism and the relativistic equivocality of Postmodernism. The analyst must respond with his whole being, and this being must be developed through a process of personality development, not training but formation (Bildung in German). This implies a particular epistemology, ontology, axiology, and ethics, a whole Weltanschauung and Lebensanschauung that includes the Golden Braid of thinking, feeling, and acting, on a basis of relating.

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Rajbhandari, Mani Man Singh. "Leadership Actions-Oriented Behavioral Style to Accommodate Change and Development in Schools." SAGE Open 7, no. 4 (October 2017): 215824401773679. http://dx.doi.org/10.1177/2158244017736798.

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This study explores the leadership actions-oriented behavior of school principals in Finland. Actions-orientated behavior enables the leader to appropriately articulate relations and task orientation to meet the immediate contextual demands and to accommodate followership toward change and development. The leadership actions-orientated behavior of Finnish school principals were studied in three schools. In-depth interviews with school actors (principals, vice principals, teachers, special educators, and nonteaching staff) were conducted to triangulate the analyzed data. It was found that leadership actions-oriented behavior enabled school leaders to articulate appropriate behavioral patterns to generate motivation and commitment. The results suggest that actions orientations toward high-on relations enabled leaders to achieve leadership success, while actions orientations toward high-on task enabled leadership effectiveness. Actions-oriented behavior toward high-on task enables leadership flexibility with greater leadership elasticity. The results suggest that school actors anticipated a relational approach, whose actions orientations were high-on task. The results also suggest that relations-oriented behavior is rationally applied by school leaders who have remained in the organization for a longer time to strengthen the systematic approach. It was found that leaders’ actions orientation with high-on task were more effective, while leadership actions orientation with high-on relations generated social harmony. The results suggest that leadership actions-oriented behavioral flexibility and mobility can be maintained by articulating high relations to low relations and high task to low task, not necessarily from task to relations or relations to task alone. In doing so, a leader’s personality is prevented from distortions and behavior dysfunction.

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Savickas, Mark L., and Erik J. Porfeli. "Revision of the Career Maturity Inventory." Journal of Career Assessment 19, no. 4 (May 26, 2011): 355–74. http://dx.doi.org/10.1177/1069072711409342.

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Initially administered in 1961, the Career Maturity Inventory (CMI) was the first paper-and-pencil measure of vocational development. The present research revised the CMI to reestablish its usefulness as a succinct, reliable, and valid measure of career choice readiness, with a few theoretically relevant and practically useful content scales for diagnostic work with school populations up to and including Grade 12. The new Form C was produced by combining rational organization of item content with confirmatory factor analysis (CFA). In the end, CMI Form C provides a total score for career choice readiness, three scale scores reflecting career adaptability dimensions of concern, curiosity, and confidence, and a score reflecting relational style in forming occupational choices. Initial evidence supports the face, construct, and concurrent validity of the CMI scores as indicators of career choice readiness.

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Vitus Ndaruhekeye, Isacka. "Discipleship in Three Dimensions: Implications for Home, School and Church as Learning Institutions." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 2, Issue 1 (January to March 2021) (March 5, 2021): 52–59. http://dx.doi.org/10.46606/eajess2021v02i01.0065.

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This article intended to explore the three mentoring aspects as discipleship dimensions within the three Training avenues, attempting to show the significance of each one. ¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬Literary method was engaged in this study whereas bibliographical data were collected to placate the concern. The article was divided into two major parts. The first part disclosed the prominence of the three mentoring dimensions; rational, relational and missional which began with evaluation aspect. In this study, the three dimensions work as catalysts for the growth of any Christ’s follower. The second part discussed the prominent training avenues for the faithful and trustworthy disciples. This part displayed the family, the church and the school as the precious avenues for mentoring and discipleship. It is anticipated that this paper will contribute to the knowledge and skills on how to enhance students’ commitment to faith in Christian learning institutions. As far as discipleship is concerned, the study is in harmony with the following statement, “prevention is better than cure.” For the bright future of the Christian church, students need to be guarded morally before it is too late.

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Rhodes, R. A. W. "The Changing Face of British Public Administration." Politics 15, no. 2 (May 1995): 117–26. http://dx.doi.org/10.1111/j.1467-9256.1995.tb00129.x.

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This paper explores the changes in the study of Public Administration during the 1980s It documents the continuing contribution of organisation theory in the study of central-local government relations and government-industry relations; the failure of state theory; the challenge of rational choice theory; and the meteoric rise of the new public management. Public Administration experienced contradictory trends. The institutionalist tradition underwent a long lingering decline and was replaced by many competing approaches. The institutional base of the subject was eroded in the 1980s as the subject was absorbed by business schools and research funding evaporated. The New Right was the wellspring of ideas for government reform while ‘indifference’ best describes official attitudes to Public Administration. But against this inauspicious back cloth, there were clear signs of intellectual vigour with important innovations in, for example, bureaumetrics, policy networks and rational choice models of bureaucracy.

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Shi, Yaojiang, Linxiu Zhang, Yue Ma, Hongmei Yi, Chengfang Liu, Natalie Johnson, James Chu, Prashant Loyalka, and Scott Rozelle. "Dropping Out of Rural China's Secondary Schools: A Mixed-methods Analysis." China Quarterly 224 (December 2015): 1048–69. http://dx.doi.org/10.1017/s0305741015001277.

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AbstractStudents in rural China are dropping out of secondary school at troubling rates. While there is considerable quantitative research on this issue, no systematic effort has been made to assess the deeper reasons behind student decision making through a mixed-methods approach. This article seeks to explore the prevalence, correlates and potential reasons for rural dropout throughout the secondary education process. It brings together results from eight large-scale survey studies covering 24,931 rural secondary students across four provinces, as well as analysis of extensive interviews with 52 students from these same study sites. The results show that the cumulative dropout rate across all windows of secondary education may be as high as 63 per cent. Dropping out is significantly correlated with low academic performance, high opportunity cost, low socio-economic status and poor mental health. A model is developed to suggest that rural dropout is primarily driven by two mechanisms: rational cost-benefit analysis or impulsive, stress-induced decision making.

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Lester, Emile. "The Right to Reasonable Exit and a Religious Education for Moderate Autonomy." Review of Politics 68, no. 4 (October 27, 2006): 612–35. http://dx.doi.org/10.1017/s0034670506000234.

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Political and comprehensive liberals are both pessimistic about finding a satisfactory way to resolve the debate over whether and how to expose students in public schools to religion. An examination of John Tomasi's Liberalism beyond Justice and William Galston's Liberal Pluralism reveals that a central cause of this pessimism is the presumption that an education for autonomy must encourage students to become rational choosers of their beliefs. This essay suggests that it is possible to found an education for autonomy on the more modest goal of ensuring that students have a reasonable ability to exit from their communities when they feel that membership is too painful. An education for exit would involve exposing students at the high school level to alternative religious beliefs to ensure they are aware that it might be possible to lead tolerable lives and achieve salvation outside of their communities of origin.

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Pursiainen, Christer Henrik, and Angelica Matveeva. "Initiating Trust in High Politics: The Gorbachev-Reagan Summit in Geneva 1985." International Negotiation 21, no. 1 (December 15, 2016): 104–34. http://dx.doi.org/10.1163/15718069-12341326.

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Trust is central to international politics. Trust-related theoretical arguments can be divided between rationalist, cultural and psychological schools. We present concise reviews of these approaches, emphasizing the initial trust-creation phase, and apply these factors to our historical case: the emergence of a fragile interpersonal trust between Mikhail Gorbachev and Ronald Reagan before and during their first meeting in Geneva in 1985. Based on archives and first-hand reminiscences, we conclude that the cultural trust theories are not able to contribute much to the initial trust-building process in this particular case, except for explaining the obstacles for trust. The rational approaches explain the necessary but not sufficient conditions for trust to emerge. Ultimately, what triggered the trust that ultimately ended the Cold War cannot be understood without taking into account the cognitive and psychological factors involved in this interpersonal relationship.

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Inohara, Takehiro. "Relational Nash equilibrium and interrelationships among relational and rational equilibrium concepts." Applied Mathematics and Computation 199, no. 2 (June 2008): 704–15. http://dx.doi.org/10.1016/j.amc.2007.10.029.

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Mary Warnock, Baroness. "Schools, Parents, and Rational Feminism." Women in Management Review 2, no. 1 (February 1986): 4–11. http://dx.doi.org/10.1108/eb005143.

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Wen, Kunli. "The quantized transformation in Deng’s grey relational grade." Grey Systems: Theory and Application 6, no. 3 (November 7, 2016): 375–97. http://dx.doi.org/10.1108/gs-06-2016-0012.

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Purpose Until now, many different varieties of grey relational grade methods had been proposed, and there are also many relevant publications, which include ordinal grey relational grade and cardinal grey relational grade. However, the most original and important formula is Deng’s grey relational grade. After careful study it was found that although it is an ordinal form of grey relational grade, a rational mathematics model can be used to transfer it from ordinal into cardinal. It not only can enhance the essential of Deng’s grey relational grade, but also can let Deng’s grey relational grade be used more widely. The paper aims to discuss these issue. Design/methodology/approach The paper uses fuzzy set theory to get the rational value of distinguish coefficient in Deng’s grey relational grade, then uses grey entropy method to decide the rational weighting for the analysis sequences in Deng’s grey relational grade. Findings Through the mathematics derivation, it indeed can transfer the Deng’s grey relational grade from ordinal form into cardinal form. Practical implications The paper has deeply enhanced the essential of Deng’s grey relational grade, and made Deng’s grey relational grade more available and more usable in grey system theory. Originality/value The paper has transferred the Deng’s grey relational grade from ordinal into cardinal, it can let Deng’s grey relational grade be used in a wider area.

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Lee, Sook-Jeong. "Relational Trust and Moral Communities in Schools." Journal of Moral Education 18, no. 1 (August 31, 2006): 157. http://dx.doi.org/10.17715/jme.2006.08.18.1.157.

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Jacobsen, Kristen E., and Sheri Bauman. "Bullying in Schools: School Counselors’ Responses to Three Types of Bullying Incidents." Professional School Counseling 11, no. 1 (October 2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100101.

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School counselors responded to an Internet survey containing vignettes describing physical, verbal, and relational bullying. Respondents rated relational bullying the least serious of the three types, they had the least empathy for victims of relational bullying, and they were least likely to intervene in relational bullying incidents. Counselors with anti-bullying training rated relational bullying as more serious and were more likely to intervene in relational bullying incidents than were those without training. Implications for counselor education are discussed.

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Redondo, Eduardo, Elizabeth Daniel, and John Ward. "Combining the rational and relational perspectives of electronic trading." European Journal of Information Systems 18, no. 1 (February 2009): 79–97. http://dx.doi.org/10.1057/ejis.2008.61.

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Young, Ellie L., America E. Boye, and David A. Nelson. "Relational aggression: Understanding, identifying, and responding in schools." Psychology in the Schools 43, no. 3 (2006): 297–312. http://dx.doi.org/10.1002/pits.20148.

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Wen, Kunli. "The proof of a new modified grey relational grade." Grey Systems: Theory and Application 6, no. 2 (August 1, 2016): 180–86. http://dx.doi.org/10.1108/gs-02-2016-0007.

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Purpose – Until now, many different varieties of grey relational grade methods had been proposed, and there are also many relevant publications. However, in one article published in 2007, which applied the previous grey relational grade to environmental protection fields and some results had been found. After studied it carefully, the author found that the grey relational grade in the paper was not the previous grey relational grade. According to the mathematics logic, it must first prove the proposed grey relational grade satisfies the four axioms in grey relational analysis, and then the author can say that the achieved results are reasonable and correct. The paper aims to discuss these issues. Design/methodology/approach – The paper lists the rational and regular grey relational grade that had been published in the past, and used the four axioms in grey system theory to prove the Pai’s grey relational grade that satisfy the four axioms steps by steps. Findings – Through the detail proof of the proposed grey relational grade in Pai’s paper, it indeed satisfies the four axioms in grey relational grade. Research limitations/implications – The paper had enhanced the correctness and reasonableness of that paper, and let the grey relational grade, which appear in Pai’s paper is legitimate and correct grey relational grade in grey system theory. Originality/value – The paper had identified that Pai’s grey relational grade is a rational and regular grey relational grade in grey system theory, and it proves that the results in Pai’s paper are correct and reasonable.

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Smit, Brigitte. "DEVELOPING FEMALE SCHOOL LEADERSHIP IN DISADVANTAGED SCHOOLS." International Journal of Educational Development in Africa 2, no. 1 (October 28, 2015): 62–69. http://dx.doi.org/10.25159/2312-3540/22.

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What can we learn from female leadership scholars that can be appropriated in the South Africa educational context? Little research is conducted to trace the qualities that characterise a feminine approach to leadership in contrast to the characteristics of the traditional approach of control, hierarchy, authority and division of labour. This conceptual article draws theoretically on relational leadership as a feminine approach to educational leadership. I argue that educational leadership in disadvantaged settings in South African schools requires strengthened collaboration and development, particularly for female school leadership. Such collaboration and development is possible through relational leadership.

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Tepic, Mersiha, Onno Omta, Jacques Trienekens, and Frances Fortuin. "The role of structural and relational governance in creating stable innovation networks: Insights from sustainability-oriented Dutch innovation networks." Journal on Chain and Network Science 11, no. 3 (January 1, 2011): 197–211. http://dx.doi.org/10.3920/jcns2011.x206.

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The aim of the present paper is to explore the role of structural and relational governance in conditions of innovation uncertainty and network heterogeneity in sustainability-oriented innovation networks. The explorative analysis of eighteen innovation networks leads to two important findings. It demonstrates the importance of internalization of stakeholders in the network to create stability in the newly established coalitions and to assure continuation of sustainability-oriented innovation. Also, it demonstrates that even in conditions of innovation, complementarity of structural and relational governance is important. Structural governance (formalization) increases clarity and understanding about partners' differences, reduces uncertainty and increases rational commitment in uncertain and heterogeneous conditions. Relational governance (trust) has a complementary role in this, because it requires time to develop trust in newly established innovation networks with limited previous cooperation. In addition to structural governance (rational commitment), relational governance (trust) is important to prevent attrition in the highly uncertain conditions.

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Delhibabu, Radhakrishnan, and Andreas Behrend. "A new rational algorithm for view updating in relational databases." Applied Intelligence 42, no. 3 (November 11, 2014): 466–80. http://dx.doi.org/10.1007/s10489-014-0579-0.

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Spencer, John. "Rational emotive behaviour therapy restated." Psychiatric Bulletin 17, no. 10 (October 1993): 623–24. http://dx.doi.org/10.1192/pb.17.10.623.

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During the 1970s the names Fritz Perls, Carl Rogers and Albert Ellis were all prominent, as were their schools of Gestalt, client centred and rational emotive therapies. Of these three celebrities only Albert Ellis continues to teach and extol the superiority of his particular therapy. This is not just because he has outlived his contemporaries but also because, as he rightly states on his recent European tour, rational emotive therapy is a legitimate challenge and competitor to the present schools of cognitive therapies of Beck, Gelder and others. To emphasise this point, Ellis commences his day-long one-man workshop by announcing that rational emotive therapy has been renamed rational emotive behaviour therapy (REBT).

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Phemister, Pauline. "Relational Space and Places of Value." History of Philosophy and Logical Analysis 14, no. 1 (April 5, 2011): 89–106. http://dx.doi.org/10.30965/26664275-01401007.

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Drawing on a Leibnizian panpsychist ontology of living beings that have a body and a soul, this paper outlines a theory of space based on the perceptual and appetitive relations among these creatures’ souls. In parallel with physical space founded on relations among bodies subject to efficient causation, teleological space results from relations among souls subject to final causation and is described qualitatively in terms of creatures’ pleasure and pain, wellbeing and happiness. Particular places within this space include the kingdom of grace, where morally responsible, rational beings act as far as possible in accord with the ideal of justice as universal love and wise benevolence. However, while Leibniz considered love as properly directed only towards rational beings, it is argued here that the truly wise person will direct their love and benevolence towards all living things. Ausgehend von Leibniz’ panpsychistischer Ontologie von Lebewesen, die einen Körper und eine Seele haben, skizziert dieser Beitrag eine Theorie des Raumes, der auf den perzeptuellen und appetitiven Relationen zwischen den Seelen der Geschöpfe beruht. Parallel zum physikalischen Raum, der in Relationen zwischen den effizient kausal interagierenden Körper begründet liegt, ergibt sich aus den Relationen zwischen den Seelen, die finaler Verursachung unterliegen und in qualitativen Begriffen von Freude und Schmerz wie von Wohl und Zufriedenheit beschrieben werden, ein teleologischer Raum. Besondere Regionen dieses Raumes bilden das Königreich der Gnade, wo moralisch verantwortliche, rationale Wesen so weit wie möglich in Übereinstimmung mit dem Ideal der Gerechtigkeit als universale Liebe und weise Güte handeln. Während Leibniz jedoch meinte, dass sich echte Liebe nur auf rationale Wesen richte, wird hier argumentiert, dass eine wahrhaft weise Person ihre Liebe und Güte auf alle Lebewesen beziehen wird.

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Scanlan, Martin, Minsong Kim, and Larry Ludlow. "Affordances and constraints of communities of practice to promote bilingual schooling." Journal of Professional Capital and Community 4, no. 2 (April 15, 2019): 82–106. http://dx.doi.org/10.1108/jpcc-01-2018-0003.

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PurposeAs the demographic landscape in the USA becomes more culturally and linguistically diverse (CLD), schools must build educators’ professional knowledge and skills to better serve students whose mother tongues are not English. The purpose of this paper is to report on the formation of a network of schools collaboratively transforming their approaches to teaching and learning in order to meet the educational needs of this changing student population.Design/methodology/approachTo determine how relational networks in this network affect the learning of educators to implement the bilingual education model, the authors drew from three data sources: a social network survey, semi-structured interviews and archival documents.FindingsThe schools in this study are engaged in a dramatic restructuring, moving from monolingual English schools to a network of two-way immersion bilingual schools. The evidence from this study revealed different information sharing structures within the relational networks. The authors found organizational structures of interactive spaces and teams supporting the relational networks that created communities of practice, and these communities of practice fostering all three aspects of profession capital (human, social and decisional).Research limitations/implicationsThe analysis points toward the complicated nature of organizational learning within networks of schools. While some relational networks were strong, the authors also note gaps and disconnections in the network interactions, despite the structures promoting connectivity. Hence, this study sheds light on both the power and the limitation of networked learning within and across school striving to improve the teaching and learning for CLD students.Originality/valueThis original analysis lays the foundation for future investigations of networked learning.

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Pinto, Sarah. "Rational Love, Relational Medicine: Psychiatry and the Accumulation of Precarious Kinship." Culture, Medicine, and Psychiatry 35, no. 3 (June 3, 2011): 376–95. http://dx.doi.org/10.1007/s11013-011-9224-0.

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Yu, Lingzhi, Tingting Zhao, and Xiucheng Fan. "Reason versus feeling: relational norms influence gift choices." Asia Pacific Journal of Marketing and Logistics 33, no. 8 (January 22, 2021): 1723–42. http://dx.doi.org/10.1108/apjml-02-2020-0122.

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PurposeRelational norms, referring to shared values about behavioral rules, distinguish communal and exchange relationships based on different reciprocal expectations between actors. This research explains how reciprocal expectations behind the two relationships trigger gift givers' disparate behavioral goals and further determine their gift choices.Design/methodology/approachThe current work uses three lab experiments (N = 482) and one consumer survey (N = 422) to collect Chinese gifting data. Multiple data-analysis methods – crosstab analysis, ANOVA, linear regression and bootstrapping procedures – confirm the hypotheses.FindingsGift givers distinguish communal and exchange recipients. When selecting gifts for communal (exchange) recipients, people depended more strongly on rational analyses (intuition), preferring products superior on cognitive (affective) attributions. Further, givers primed to be rational decision-makers by anticipating that recipients would evaluate the gifts immediately in their presence, regardless of the communal or exchange context, preferred cognitively superior products.Practical implicationsFrom a managerial perspective, marketers can make targeted recommendations by highlighting the appropriate attribute dimension (cognitive or affective) after learning givers' reciprocal expectations.Originality/valueThis work contributes to the gift-giving literature by revealing the direct link between gifting goals and gift choices, extending the understanding of consumers' gift-selection strategies.

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Rigby, Ken, and Dale Bagshaw. "What hurts: The reported consequences of negative interactions with peers among Australian adolescent school children." Children Australia 26, no. 4 (2001): 36–41. http://dx.doi.org/10.1017/s1035077200010464.

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The prevalence and hurtfulness of aggressive actions from peers at school experienced by Australian adolescents was examined with a sample of 652 Year 9 students (mean age 14 years) attending seven secondary schools in Adelaide, South Australia. Kinds of aggressive actions reported were categorised as physical, verbal and relational. In general, boys reported receiving more physical aggression; girls more relational aggression. Although girls tended to report being hurt more by aggressive acts than boys, they were similar in reporting acts of relational aggression, such as exclusion, as more hurtful to them than being subjected to physical aggression. Implications for interventions to reduce aggression in schools are discussed.

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Yu, Hang, and Kai Zhang. "The Application of Grey Relational Analysis Model in the Performance Evaluation of Agricultural Product Logistics Companies." Applied Mechanics and Materials 687-691 (November 2014): 5165–68. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.5165.

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In this paper, the use of gray relational analysis theory and methods, Evaluation for agricultural logistics and enterprise performance evaluated. The results obtained using the comprehensive evaluation can provide an objective for the logistics enterprise managers, rational basis for decision making. Innovation of this paper is to use gray relational model to widen, the calculation methods of gray correlation degree of improvement.

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Baker, Jean A., Robert Bridger, Tara Terry, and Anne Winsor. "Schools as Caring Communities: A Relational Approach to School Reform." School Psychology Review 26, no. 4 (December 1, 1997): 586–602. http://dx.doi.org/10.1080/02796015.1997.12085888.

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Sherblom, Stephen. "Global warming in schools: relational approaches to improving school climate." Journal of Moral Education 36, no. 2 (June 2007): 251–55. http://dx.doi.org/10.1080/03057240701325407.

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Mikkelson, Alan C., and Colter D. Ray. "Development of the Revised Relational Maximization Scale and explorations of how relational maximization relates to personal and relational outcomes." Journal of Social and Personal Relationships 37, no. 8-9 (June 4, 2020): 2482–509. http://dx.doi.org/10.1177/0265407520928122.

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Cheek and Schwartz argued for conceptualizing maximization as the goal of “choosing the best” coupled with the strategy of “alternative search.” Using this conceptualization, we conducted five studies (Total N = 1,617) to revise the Relational Maximization Scale. Two exploratory factor analyses (Exploratory Study and Study 1) confirmed that choosing the best and alternative search were empirically distinct. A confirmatory factor analysis (Study 2) demonstrated the strength of the factor structure for these two dimensions. Study 2 results also indicated that choosing the best correlated with rational and intuitive decision-making styles, whereas alternative search correlated with indecisive, avoidant, and intuitive decision-making styles. In Study 3, choosing the best was positively related to relational outcomes (e.g., satisfaction, commitment, and trust), whereas alternative search was negatively related to relational outcomes. Study 4 demonstrated that alternative search and the quality of alternatives were empirically distinct. Study 4 also showed that choosing the best was positively related to life satisfaction and optimism, whereas alternative search was positively related to regret and negatively related to optimism. Together, these studies validate the importance of examining domain-specific maximization in ongoing relationships and offer a new Revised Relational Maximization Scale. Specifically, we propose that the choosing the best subscale be used as a measure of the maximization goal and that the alternative search subscale be used as a measure of the maximization strategy.

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Lenart, Regina. "The role of local authorities in the development relational capital: rural schools perspective." Management Theory and Studies for Rural Business and Infrastructure Development 36, no. 4 (November 3, 2014): 881–89. http://dx.doi.org/10.15544/mts.2014.083.

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Since the late 90s of last century, a small primary schools, including rural schools are closed. Originally intended this effect: shortening of primary education (transformation of the eight schools in six school classes), demographic, and transfer of schools to local government units. This means that the management of schools should use management methods. The article states that the relational capital can be a factor for competitiveness and success of the school. The article presents the results of interviews with experts affiliated to the Silesian Cluster of Education. The aim of study was to identify ways to build competitive educational institutions. Each of the respondents in their statements drew attention to the importance of building relationships and cooperation with the environment. Studies show, however, the lack of preparedness of schools to build partnerships and relationships with the environment.

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Dewandre, Nicole. "Political Agents as Relational Selves." Philosophy Today 62, no. 2 (2018): 493–519. http://dx.doi.org/10.5840/philtoday2018612222.

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In this article, I argue that Hannah Arendt’s well-known but controversial distinction between labour, work, and action provides, perhaps unexpectedly, a conceptual grounding for transforming politics and policy-making at the EU level. Beyond the analysis and critique of modernity, Arendt brings the conceptual resources needed for the EU to move beyond the modern trap it fell into thirty years ago. At that time, the European Commission shifted its purpose away from enhancing interdependence among Member States with a common market towards achieving an internal market in the name of boosting growth and creating jobs. Arendt provides the conceptual tools to transform the conceptualisation of relations and of agents that fuels the growing dissatisfaction among many Europeans with EU policy-making. This argument is made through stretching and re-articulating Arendt’s labour-work-action distinction and taking seriously both the biological and plural dimensions of the human condition, besides its rational one. By applying this shift in an EU context, EU policies could change their priorities and better address the needs and expectations of plural political agents and of European citizens.

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Gilbert, Jen, Jessica Fields, Laura Mamo, and Nancy Lesko. "Tending toward friendship: LGBTQ sexualities in US schools." Sexualities 22, no. 3 (November 20, 2017): 418–35. http://dx.doi.org/10.1177/1363460717731931.

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In 2014, Beyond Bullying, a research project examining LGBTQ sexualities and lives at school, installed private storytelling booths in three US high schools. Students, teachers, and staff were invited to use the booths to share stories about LGBTQ sexualities—their stories often invoked the pleasures and disappointments of being and having a friend. This article analyzes narratives of friendship as told in the Beyond Bullying storytelling booths. Drawing on Foucault’s (1996) interview, ‘Friendship as a way of life,’ we explore participants’ stories of friendship as heralding ‘new relational modes’ that chart a liminal space between family and sexuality. These relational modes of friendship disrupt the familiar trope of the ‘ally’ in anti-bullying programs and complicate what empirical research on LGBTQ youth calls, ‘peer social support.’ Theorizing friendship allows LGBTQ sexuality in schools to reside in an ethics of discomfort, which accommodates complex social relations and varied forms of desire, intimacy, and yearning.

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Wahyuningsih, Wahyuningsih, and Johnny Tanamal. "A Study on Customer Satisfaction across Information Search Behavior Typology." Gadjah Mada International Journal of Business 10, no. 1 (January 12, 2008): 25. http://dx.doi.org/10.22146/gamaijb.5585.

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This study investigates customer satisfaction based on a typology of consumer search behavior. The findings demonstrate that the type of consumer as defined by whether and how they search for information (passive, rational-active, and relational-dependent) has different level of satisfaction. Rational-active and relational-dependent consumers are found to be the dominant consumer types who actively search for information before purchasing a product and thus perceive a higher level of satisfaction than do passive consumers. The identification of satisfaction within each type of consumer provides a reason for customers to repurchase the same product, or recommend it to other people. As a result, companies will be able to achieve an increase in profitability. Recommendations for companies and future research directions are presented.

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Huang, Yi-Hui, Olwen Bedford, and Yin Zhang. "The relational orientation framework for examining culture in Chinese societies." Culture & Psychology 24, no. 4 (October 13, 2017): 477–90. http://dx.doi.org/10.1177/1354067x17729362.

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Individualist and collectivist cultural frameworks have been the dominant research paradigm in cross-cultural studies despite evidence of conceptual and measurement problems with collectivism. We propose a new theoretical framework of psychological functioning in Chinese societies that captures some of the useful elements of collectivism without its drawbacks. The relational orientation framework takes into account the variety of relations in an individual’s social and cultural environment. The model comprises a structural–relational factor grounded in sociological structuration theory and relational orientation characteristics, and a rational–relational factor that captures important aspects of agency based on social exchange theory. We discuss the framework’s role in providing an alternative to methodological individualism for research in Chinese societies.

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Princz, Mária. "Trends and Challenges of Databases." International Journal of Engineering and Management Sciences 3, no. 5 (December 10, 2018): 71–75. http://dx.doi.org/10.21791/ijems.2018.5.8.

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The database management, using relational databases, is part of curriculum in the Hungarian high schools. The aim of this paper is to present how we can show for students the challenges facing data processing, data retrieval, beyond the relational database management taught in high school.

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Koggel, Christine M. "Relational Remembering and Oppression." Hypatia 29, no. 2 (2014): 493–508. http://dx.doi.org/10.1111/hypa.12079.

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This paper begins by discussing Sue Campbell's account of memory as she first developed it in Relational Remembering: Rethinking the Memory Wars and applied it to the context of the false memory debates. In more recent work, Campbell was working on expanding her account of relational remembering from an analysis of personal rememberings to activities of public rememberings in contexts of historic harms and, specifically, harms to Aboriginals and their communities in Canada. The goal of this paper is to draw out the moral and political implications of Campbell's account of relational remembering and thereby to extend its reach and application. As applied to Aboriginal communities, Campbell's account of relational remembering confirms but also explains the important role that Canada's Indian Residential Schools Truth and Reconciliation Commission (IRS TRC) is poised to play. It holds this promise and potential, however, only if all Canadians, Aboriginal and non‐Aboriginal, engage in a process of remembering that is relational and has the goal of building and rebuilding relationships. The paper ends by drawing attention to what relational remembering can teach us about oppression more generally.

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Shek, Daniel T. L., and Diya Dou. "Perceived Parenting and Parent-Child Relational Qualities in Fathers and Mothers: Longitudinal Findings Based on Hong Kong Adolescents." International Journal of Environmental Research and Public Health 17, no. 11 (June 8, 2020): 4083. http://dx.doi.org/10.3390/ijerph17114083.

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To understand how family environment and functioning change over time during adolescence, this study examined the developmental trajectories of perceived parent-child subsystem qualities indexed by parental control and parent-child relational qualities, and the related perceived differences between fathers and mothers. Longitudinal data were collected from 2023 students in 28 high schools in Hong Kong. Among the 28 schools, five schools were in Hong Kong Island, seven in Kowloon district, and 16 in New Territories. Students were invited to respond to measures of perceived parent-child subsystem qualities in six consecutive high school years from the 2009/10 academic year. Individual Growth Curve analyses and paired t-tests were used to explore the developmental trajectories of research variables and the differences between fathers and mothers. While parental behavioral control and psychological control generally declined throughout the high school years, parent-child relational quality showed a U-shaped trajectory. Parent gender significantly predicted the initial levels of all measures and changes in behavioral control and parent-child relational quality. Mothers showed higher levels of parental control and parent-child relational quality than did fathers at each time point. However, mothers showed a faster decrease in these measures than did fathers.

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Uhlaner, Carole Jean. "“Relational goods” and participation: Incorporating sociability into a theory of rational action." Public Choice 62, no. 3 (September 1989): 253–85. http://dx.doi.org/10.1007/bf02337745.

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Chuang, Aichia, Yu-Ping Chen, Tsung-Ren Huang, and Hsu Min Lee. "Psychological and Neurological Correlates of Perceived Person-Environment Relational & Rational Fit." Academy of Management Proceedings 2021, no. 1 (August 2021): 11482. http://dx.doi.org/10.5465/ambpp.2021.11482abstract.

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Addi-Raccah, Audrey, Jessica Amar, and Yahaloma Ashwal. "Schools’ influence on their environment." Educational Management Administration & Leadership 46, no. 5 (May 15, 2017): 782–99. http://dx.doi.org/10.1177/1741143217707521.

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This study views school as a platform for leading social change in the local community, with a particular emphasis on the school’s parents as a part of that community. As such, taking the case of a green school, we examined the relative effects of three means –outreach, communication and attentiveness to the local community’s needs – that can instill new norms and behavior among parents. A sample of 95 parents of fifth and sixth grade students answered a questionnaire. It was found that the school’s means for leading change had different impacts on parents’ attitudes and behavior. However, the findings supported that educators could be regarded as institutional carriers of social change through a relational system.

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Adalbjarnardottir, Sigrun. "Moral professionalism in interaction: educators’ relational moral voices in urban schools." Journal of Moral Education 41, no. 1 (March 2012): 143–45. http://dx.doi.org/10.1080/03057240.2012.661551.

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Lunneblad, Johannes, Thomas Johansson, and Ylva Odenbring. "Relational trouble and student victimisation at schools – categorisation, caring and institutionalisation." Pedagogy, Culture & Society 25, no. 3 (December 25, 2016): 389–401. http://dx.doi.org/10.1080/14681366.2016.1270350.

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