Abstract:In the era of rapid technological transformations and under conditions of growing competitive environment and changes in customers' needs, the survival of the organizations depends on their ability to learn how to properly and quickly increase their efficiency and performance and adapt to the changing environment. The management of changes is the first priority for the organizational leader. Leaders have to attract, motivate, and reward their workers, as well as train, educate and improve the performance of their employees by creating organizational learning culture (OCL). Organizations that have prioritized learning and development have achieved an increase in productivity and profitability. The organization, whose employees' behavior and attitude to job are demonstrated in their contribution made beyond the job's demands, beyond the level they are committed to and for what they are not recompensed by the organization, will always be able to be competitive and will succeed for years. D.W. Organ (1988) called such behavior "Organizational Citizenship Behavior" (OCB) and emphasized its being an important factor in assisting the organization to reach its goals. Research aim: to provide the theoretical background of the interrelation between organizational learning culture and organizational citizenship behavior of employees. A review of the respective literature identified a gap in the research on the concept OCB and its dimensions by the examination through learning culture characteristics. It is suggested that the organization should look for ways of improving the OCB of their workers by creative OLC motivated by the leadership.
Teachers' Views on Innovative Processes in Schools of LatviaOrienting society toward sustainable development is impossible without the development of a teacher into a creative person with his/her individual style of activity and thinking. This cannot be achieved without a continuous and systematic professional development that promotes innovation. Great hopes are placed on innovations, they are considered to be a reliable driving force for development. The research emphasizes the importance of identifying what teachers think about innovations in education and their own position in relation to innovative activity. Evolutionary Model, Innovative Milieu Model, and Propulsion Model of Creative Contributions can be applied within a context of presented study. Eight teachers (four teachers with a student/learning-centred orientation towards teaching and four teachers with content-centred orientation towards teaching), who worked at different schools, were interviewed in October and November 2006. Ettlie and O'Keefe's scale of attitude to innovations was used as the basis during the interview. The research revealed the most important factors hampering teachers' motivation for innovative activity and pedagogical regularities and criteria for stimulating innovations.
Abstract. The development of harmonic hearing is an essential component of the system of music teachers' training. The paper is concerned with the type of a case study which deals with the study of professional groups (a bigger and more diffusive group of 14 students). The process of training music teachers at sol-fa classes in a higher education establishment is analyzed and described. The sol-fa classes are oriented towards the development of harmonic hearing.The purpose of the study is to develop a technology of conducting sol-fa classes oriented towards developing students' -the prospective music teachers' -harmonic hearing on the basis of a case-study methodology; to present the developed material and ways of its application in the training process; to analyze and summarize the results of the research done.The research results show that the criteria relating to practical music making of students, such as polyphonic singing and intoning intervals and chords, and also those relating to creativeness, such as improvisation and composing the accompaniment for the melody, have been the most effective ones.
Inclusive education is deemed to be a lofty goal that every nation should strive to achieve. It helps people living with disabilities and people without any disabilities to have equal access to educational materials, resources, and training without any discrimination. Therefore, international advocates and governments have made conscious efforts to achieve inclusive education. However, the implementation of inclusive education and its related policies is difficult, especially in developing countries. The lofty inclusive education is challenging and almost impossible to achieve. This paper, therefore, aims to assess and highlight the challenges frustrating the implementation of inclusive education, particularly in developing countries. It is obvious that these countries are lagging behind in the achievement of inclusive education due to a wide range of challenges identified in this study. To achieve this aim, the paper employed a theoretical research method. The method allowed several extant studies, especially those published in mainstream journals, on the subject to be reviewed and explored extensively. The review of extant studies on the challenges encountered in the implementation of inclusive education produced a number of pertinent findings. So, the findings of the study revealed that societal attitude towards people living with disabilities, poor attitude of the government, inadequate infrastructure, poor funding, and a host of other reasons are the key factors frustrating the implementation of inclusive education, causing the low level of inclusiveness in the developing nations. These findings help inclusive education advocates, international organizations, and governments alike, to narrow their focus on these challenges and develop approaches to overcome them in order to achieve their end goal of inclusive education. It is therefore suggested that government should organize training programs for teachers and head teachers on how best to manage an inclusive classroom and offer inclusive education.
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