In the context of international migration, transnationalism, defined as ‘the processes by which immigrants forge and sustain multi-stranded social relations that link together their societies of or...
Cooperative learning has gained popularity in higher educational settings. However, assigning grades equitably to all team members in a way that rewards them for their contributions remains challenging. In this paper, we ask whether having free riders on a team lowers the quality of submitted work, and whether students' course performance correlates with peer evaluations. In an introductory sociology course, 101 students were organized into 20 teams; each team completed a set of three papers. Students were evaluated by the quality of work submitted and peer evaluations. For statistical analysis, we organized the teams into one of three groups, among which we compared average paper grades: group one contained teams with free riders, group two contained teams that may have free riders, and group three contained teams with no free riders. We found that teams with free riders did not submit significantly lower quality work than teams without free riders. We also statistically analyzed the relationship between student course performance and their peer evaluation, and found that students' performance in the course showed little correlation with their peer evaluations. Our results indicate that free riders do not depress the grades of non-free rider students. We also found that students' peer evaluations do not correlate with their course performance, a finding which warrants further research.
espanolEn esta introduccion al numero especial, llamamos la atencion sobre el renovado interes a nivel transnacional en la estandarizacion de los conocimientos, competencias y practicas en gestion y liderazgo educativos. Reconociendo las convergencias tematicas en los marcos de estandar y competencia formulados en multiples contextos nacionales e internacionales, senalamos la importancia de interrogar criticamente las movilidades y recontextualizaciones en estos discursos. En particular, sugerimos que el estudio de la implementacion de reformas educativas sobre liderazgo y gestion escolar, merecen atencion especial por parte de investigadores y legisladores. Las contribuciones incluidas en este numero especial revelan el estado actual del “giro hacia el liderazgo” en tanto fenomeno global, con analisis situados en diversos contextos linguisticos, sociales y culturales EnglishIn this introduction to the special issue, we highlight the increased transnational interest in standardizing the knowledge, competencies, and practices that relate to educational leadership. While acknowledging the thematic convergences in leadership standards and competency frameworks from heterogenous localities, we propose that it is critical to interrogate the policy mobilities and the recontextualization of the discourses that have contributed to the formulation and implementation of standards. To achieve this aim, this special issue stages a global dialogue about this global leadership turn by including a selection of articles that discuss the emergence and adoption of education leadership standards in diverse linguistic, social and cultural contexts. portuguesNesta introducao a edicao especial, chamamos a atencao para o interesse renovado no nivel transnacional na padronizacao de conhecimentos, habilidades e praticas em gestao e lideranca educacional. Reconhecendo as convergencias tematicas nas estruturas de padroes e competencias formuladas em multiplos contextos nacionais e internacionais, destacamos a importância de questionar criticamente as mobilidades e recontextualizacoes desses discursos. Em particular, sugerimos que o estudo da implementacao de reformas educacionais sobre lideranca e gestao escolar mereca atencao especial de pesquisadores e legisladores. As contribuicoes incluidas nesta edicao especial revelam o estado atual da “virada para a lideranca” como um fenomeno global, com analises localizadas em diversos contextos linguisticos, sociais e culturais.
The formulation of standards and competency frameworks for education leadership practice has become a common practice in many jurisdictions around the globe (CEPPE & OECD, 2013). While this global trend has been documented and analyzed by an emerging body of empirical research, little examination has been conducted on the language used in the leadership standards as policy documents. This study investigates the linguistic strategies used to construct meaning in Canadian standards and competency frameworks for school administrators. It aims to interrogate the discourses that seek to influence knowledge and practice in educational administration. This research adopts a Critical Discourse Analysis approach (Fairclough & Wodak, 1997) to investigate linguistic strategies used to represent leaders and leadership in Canadian leadership standards for administrators in K-12 settings. Our analysis focused on the documents used in the provinces of Alberta (Alberta Education, 2009, 2016), British Columbia (BCPVPA, 2015), and Ontario (The Institute for Education Leadership, 2013).
Lysine succinylation is one of the major post-translational modifications occurring on histones and is believed to have significant roles in regulating chromatin structure and function. Currently, histone desuccinylation is widely believed to be catalyzed by members of the SIRT family deacetylases. Here, we report that histone desuccinylation is in fact primarily catalyzed by the class I HDAC1/2/3. Inhibition or depletion of HDAC1/2/3 resulted in a marked increase of global histone succinylation, whereas ectopic expression of HDAC1/2/3 but not their deacetylase inactive mutants downregulated global histone succinylation. We demonstrated that the class I HDAC1/2/3 complexes have robust histone desuccinylase activity in vitro. Genomic landscape analysis revealed that histone succinylation is highly enriched at gene promoters and inhibition of HDAC activity results in marked elevation of promoter histone succinylation. Furthermore, our integrated analysis revealed that promoter histone succinylation positively correlates with gene transcriptional activity. Collectively, we demonstrate that the class I HDAC1/2/3 but not the SIRT family proteins are the major histone desuccinylases particularly important for promoter histone desuccinylation. Our study thus sheds new light on the role of histone succinylation in transcriptional regulation.
In the face of college expansion of enrollment and financial crisis,it became a major task for the educational workers in universities and colleges how to improve college students’ employment ability and how to guide their full employment.In recently years,Aba Teachers College try to put forward main experience and measures of improving students’ employment ability,which offers some experiences for the present status of partial university students’ employment ability.
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