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Готові списки джерел за темами / Collective efficacy

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Добірка наукової літератури з теми "Collective efficacy"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 9 червня 2025

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Статті в журналах з теми "Collective efficacy"

1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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Анотація:

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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9

Anastasia, Vatou, and Vatou Athina. "Collective teacher efficacy and job satisfaction: Psychometric properties of the CTE scale." Journal of Contemporary Education Theory & Research 3, no. 2 (October 24, 2019): 29–33. https://doi.org/10.5281/zenodo.3635040.

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Анотація:

Teachers’ self-efficacy has widely recognized as a strong contributor to the student achievement and teachers’ psychological well-being. A large body of research has focused on individual’s self-efficacy beliefs. However, research on collective self-efficacy is sparse. The aim of the present study was to examine the factorial validity of the Collective Teacher Efficacy Scale (CTE) on Greek context and to examine how collective teacher efficacy was related to teacher job satisfaction. The sample consisted of 201 primary school teachers. Confirmatory factor analysis was conducted and showed that Collective Teacher Efficacy Scale had a two-factor structure. The results also indicated that collective teacher efficacy had a positive significant relationship with teacher’s job satisfaction. Implications and directions for future research are suggested.

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10

Anderson, Christine M., Kelly H. Summers, Ryan D. Kopatich, and William B. Dwyer. "Collective Teacher Efficacy and Its Enabling Conditions: A Proposed Framework for Influencing Collective Efficacy in Schools." AERA Open 9 (January 2023): 233285842311750. http://dx.doi.org/10.1177/23328584231175060.

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Анотація:

This quantitative study aims to explore the validity of Donohoo et al.’s (2020) Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) for fostering collective efficacy in schools and evaluate its relationship to measures of collective teacher efficacy. The instruments used for this study include the EC-CTES, the Collective Efficacy Scale (CES-SF), and the Collective Teacher Beliefs Scale (CTBS). The data were evaluated through confirmatory factor analysis, correlation matrices, and multiple regression models. The findings from this study demonstrate that the EC-CTES is a valid tool. The EC-CTES subscales are positively associated with measures of collective teacher efficacy. We recommend adjustments for the EC-CTES subscales for greater congruence with collective efficacy theory and practical application. Due to the theoretical density of collective teacher efficacy, a modified conceptual framework is proposed to make the enabling conditions theory more accessible to practitioners.

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Більше джерел

Дисертації з теми "Collective efficacy"

1

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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2

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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Анотація:

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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3

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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4

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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5

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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Анотація:

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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6

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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Анотація:

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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Анотація:

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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8

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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9

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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Анотація:

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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Більше джерел

Книги з теми "Collective efficacy"

1

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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2

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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3

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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4

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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5

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

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6

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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7

Bishop, Tom, Gina Bloom, and Erika T. Lin, eds. Games and Theatre in Shakespeare's England. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463723251.

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This collection of essays brings together theories of play and game with theatre and performance to produce new understandings of the history and design of early modern English drama. Through literary analysis and embodied practice, an international team of distinguished scholars examines a wide range of games—from dicing to bowling to roleplaying to videogames—to uncover their fascinating ramifications for the stage in Shakespeare’s era and our own. Foregrounding ludic elements challenges the traditional view of drama as principally mimesis, or imitation, revealing stageplays to be improvisational experiments and participatory explorations into the motive, means, and value of recreation. Delving into both canonical masterpieces and hidden gems, this innovative volume stakes a claim for play as the crucial link between games and early modern theatre, and for the early modern theatre as a critical site for unraveling the continued cultural significance and performative efficacy of gameplay today.

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8

School Climate: Leading With Collective Efficacy. Corwin, 2017.

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9

DeWitt, Peter M. School Climate: Leading with Collective Efficacy. Corwin Press, 2017.

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10

Normore, Anthony H., and Nancy Erbe, eds. Collective Efficacy: Interdisciplinary Perspectives on International Leadership. Emerald Group Publishing Limited, 2013. http://dx.doi.org/10.1108/s1479-3660(2013)20.

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Частини книг з теми "Collective efficacy"

1

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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2

Ly. "Collective Efficacy." In Navigating Special Education Relationships, 9–14. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032634357-3.

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Pietrantoni, Luca. "Collective Efficacy." In Encyclopedia of Quality of Life and Well-Being Research, 1092–94. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_434.

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4

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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6

Baker, Chris. "Creating Collective Efficacy." In Confident Leaders By Design, 123–47. London: Routledge, 2025. https://doi.org/10.4324/9781003558934-10.

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7

Hamann, Karen, Eva Junge, Paula Blumenschein, Sophia Dasch, Alex Wernke, and Julian Bleh. "Efficacy beliefs." In The Psychology of Collective Climate Action, 102–35. London: Routledge, 2025. https://doi.org/10.4324/9781003558439-6.

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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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Whitaker, Todd. "Nurturing Self- and Collective Efficacy." In Invest in Your Best, 163–81. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003321316-9.

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Тези доповідей конференцій з теми "Collective efficacy"

1

Oca, Siobhan R., Juan Lasso Velasco, Kara Lindstrom, Leila J. Bridgeman, and Daniel M. Buckland. "Trust, Safety and Efficacy of Autonomous Robotic Ultrasound Vascular Imaging Collection on Human Subjects." In 2024 33rd IEEE International Conference on Robot and Human Interactive Communication (ROMAN), 1483–90. IEEE, 2024. http://dx.doi.org/10.1109/ro-man60168.2024.10731427.

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Williams, Terry M. "Optimizing and Improving Biocide Performance in Water Treatment Systems." In CORROSION 2008, 1–18. NACE International, 2008. https://doi.org/10.5006/c2008-08080.

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Abstract The effective use of non-oxidizing biocides is critical for maintaining microbial control in water treatment applications. A variety of methods and approaches may be used to improve and optimize biocide efficacy in these systems. Results of efficacy testing have shown improved killing of bacteria by biocides with the addition of selected surfactants and adjuvants. Enhanced microbial control may also be achieved by combinations of certain biocides which display a synergistic effect on mixed populations of organisms. Studies have also shown the benefit of rotating or alternating biocides to control resistant organisms which may develop following use of low doses of a single biocide. Collectively, these approaches may enhance the degree of control achieved in a given water system. Other ways to provide additional knowledge on biocide dosing and microbial control may be achieved through the use of model biofilm systems. Many variations of biofouling models have been used to evaluate biocide dosing strategies under simulated dynamic conditions; however, these systems were complicated and time-consuming to operate. Newer methods are available using microtiter plates for evaluating biocide efficacy against biofilm populations on surfaces. Other factors which contribute to effective use of biocide include the ability to monitor the biocide concentration to achieve more accurate dosing and using rapid microbiological methods for assessing microbial contamination.

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Perez, Libardo A., Zahid Amjad, and Robert W. Zuhl. "Stressed Alkaline Cooling Water Deposit Control: High Temperature, Suspended Solids, and Iron Impacts." In CORROSION 2017, 1–9. NACE International, 2017. https://doi.org/10.5006/c2017-09422.

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Abstract Water scarcity and environmental issues have necessitated operating cooling systems using poor quality feedwaters or changing process temperature conditions. Safety concerns have driven cooling system users to implement alkaline treatment programs to facilitate acid feed reduction or elimination. Inorganic and/or organic phosphorus components in alkaline cooling water treatment (CWT) programs help prevent corrosion and scale formation. Collectively, water conservation measures and alkaline CWT programs have increased potential metal-phosphate and/or metal-phosphonate scale formation. Understanding deposit control polymers (DCP) perform under stressed conditions is essential for implementing alkaline CWT programs. This paper discusses CWT program metal-phosphate/phosphonate scale formation control efficacy when operating under stressed alkaline conditions (e.g., high temperatures, suspended solids, and iron).

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4

Anderson, Christine. "Collective Teacher Efficacy and Its Enabling Conditions: A Framework for Influencing Collective Efficacy in Schools." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2008704.

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Anderson, Christine. "Collective Teacher Efficacy and Its Enabling Conditions: A Framework for Influencing Collective Efficacy in Schools." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2008704.

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Kall, Lori. "Building Equitable Leaders Through Collective Efficacy." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2015768.

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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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Mather, Bethany. "Peer Observation to Improve Collective Teacher Efficacy." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2094816.

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Mather, Bethany. "Peer Observation to Improve Collective Teacher Efficacy." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2094816.

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Звіти організацій з теми "Collective efficacy"

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Elliott, Kerry, and Hilary Hollingsworth. Collective Efficacy Tracking Tool. Developmental Framework 2023. Australian Council for Educational Research, December 2023. http://dx.doi.org/10.37517/978-1-74286-722-9.

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Анотація:

Collective efficacy has become a prominent feature in educational policy and practice with growing evidence that a strong sense of collective efficacy amongst educators leads to better outcomes for students. With growing interest in the importance of collective efficacy and how to cultivate it, the Collective Efficacy Tracking Tool was created to address challenges associated with understanding, diagnosing, and developing collective efficacy. This Framework describes the development of the Collective Efficacy Tracking Tool, defining collective efficacy in a way that it can be operationalised to leverage improvement efforts. The Framework and accompanying Collective Efficacy Tracking Tool provide a practical resource for educators and researchers interested in understanding and developing collective efficacy that positively impacts student outcomes.

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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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Carter, Hilary, and Jessica Groopman. Diversity, Equity, and Inclusion in Open Source: Exploring the Challenges and Opportunities to Create Equity and Agency Across Open Source Ecosystems. The Linux Foundation, December 2021. https://doi.org/10.70828/kewr6778.

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Diversity, equity, and inclusion (DEI) in the technology industry — and within open source specifically—is an opportunity we need to continuously leverage for the benefits it brings. Given that people of vastly different backgrounds, nationalities, orientations, and identities create open source software, hardware, and standards, their participation and well-being is important. Study after study reveals that diversity in participation produces better outcomes and more robust technologies—that diverse communities are simply stronger communities. For communities to continue evolving for the better, we need to improve our collective understanding in DEI, studying the current state, and what types of collective efforts lead to better outcomes. The report you are about to read is the culmination of many months of primary research by research professionals and leaders across our communities and points to societal changes and trends that are impacting DEI in the workplace. Enterprise Digital Transformation, Techlash, Political Polarization, Social Media Ecosystem, and Content Moderation are all cited as trends that have exposed and amplified exclusionary narratives and designs, mandating increased awareness, and recalibrating individual and organizational attention. Beyond the survey findings that identify the state of DEI, this research explores a number of DEI initiatives and their efficacy and recommends action items for the entire stakeholder ecosystem to further their efforts and build inclusion by design. This work was made possible by the responses of thousands of open source participants who completed the survey and those who engaged in qualitative interviews to provide a richer perspective on the issues at hand. In particular, we thank those who, through the research process, came forward to express that they felt marginalized or excluded from the communities in which they participate. In addition, we are grateful to our project partners Amazon Web Services (AWS), CHAOSS Community, Comcast, Fujitsu, GitHub, GitLab, Hitachi, Huawei, Intel, NEC, Panasonic, Red Hat, Renesas, and VMware. Their financial support enabled survey translation and deep analysis of this important subject matter.

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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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Perez-Vincent, Santiago M., Verónica Abril, Cynthia Chen, Teniola Tayo, and Andres Urrego Jimenez. Crime Underreporting in Latin America and the Caribbean. Inter-American Development Bank, October 2024. http://dx.doi.org/10.18235/0013215.

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Crime underreporting poses a significant challenge for governments and law enforcement agencies. This study examines the extent, characteristics, and drivers of crime underreporting and provides evidence-based policy recommendations to address it. Using information from victimization surveys from 10 Latin American and Caribbean countries, the analysis reveals widespread crime underreporting, with an average of approximately three out of four crimes not reported in the countries examined. Low and heterogenous reporting rates point to potential biases in official crime statistics, with certain crimes and victim groups over- and underrepresented. A comprehensive literature review yields a menu of evidence-backed interventions, including remote reporting methods, public information campaigns, diversifying police forces, and reducing deportation risk. Beyond these policies, strengthening data collection through better and more frequent victimization surveys and alternative data collection methods, and addressing fundamental challenges such as the integrity and efficacy of law enforcement institutions appear critical to achieve long-term improvements in crime reporting and, ultimately, support effective crime responses.

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Castro, Carolina Robledo, Tullio Vardanega, Gabriele Pozzan, Chiara Montuori, and Barbara Arfè. Characteristics and psychometric properties of computational thinking assessments in children and adolescents: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0069.

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Review question / Objective: This systematic review had the objectives of: 1) collecting the measurement instruments that evaluate computational thinking in children and adolescents; 2) examining the psychometric properties and characteristics of these instruments. Eligibility criteria: Inclusion criteria: Articles discussing results of empirical studies in which CT was evaluated; articles with results of validation studies presenting and testing new TC assessment tolos; K-12 Education Student Sample.Exclusion criterio: Abstracts or proceedings are excluded, review articles or theoretical articles are excluded; articles reporting research in which CT assessment is performed by instruments that measure self-efficacy, attitudes or other constructs; articles reporting research in which CT assessment is performed by instruments that assess teachers’ rather than children’s knowledge or skills.

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