The development of trust in residential environmental education programs

Trust, a relational phenomenon that is an important building block of interpersonal relationships and within society, can also be an intermediary outcome of field-based environmental education programs. Trust creates a foundation for collaboration and decision-making, which are core to many ultimate outcomes of environmental education. Yet, understanding how trust develops among environmental education program participants is still nascent, partly because few methods exist for measuring trust in informal contexts, such as those that are common for many environmental education programs. Our study used social network analysis and qualitative data from focus groups, questionnaires, and participant observation to investigate the development of trust among residential environmental education program participants in two school groups, some of whom had initial familiarity with each other. Network data indicated differential increases in peer-to-peer trust among group members when measured at the individual level. Qualitative data from the focus groups highlighted salient dimensions of trust that were particularly relevant in this setting, including friendship, emotional and physical safety, and self-disclosure; reciprocal trust among peers and educators; and aspects of this immersive setting that fostered trust among the participants.     

Facilitating a culture of relational trust in school-based action research: recognising the role of middle leaders

Abstract

Practices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has long been described in the literature as pivotal for the ongoing ‘success’ of such research and development in sites. In this article, we attempt to re-characterise relational trust as it is accounted for by participants in action research. We present data from a cross-nation study of middle leaders from Australian primary schools and Swedish pre-schools. Middle leaders are those teachers who ‘lead across’; they have both an acknowledged position of leadership or responsibility for the practice development of colleagues and a significant teaching role. The larger study examined the practices of middle leaders; and in this article we draw on interview data from one of the case-study sites that illustrate how colleagues in schools recognise the role middle leaders have for facilitating action research and teaching development. This article specifically presents excerpts from semi-structured interviews with 25 teachers, three principals, three executive teachers and three district consultants. Interviewees described how nourishing a culture of relational trust and mutual respect are critical features in the change endeavour. For them, the practices of the middle leader who facilitated the action research were instrumental in developing trust for teacher development. Analysis of participant accounts revealed five dimensions of trust: interpersonal trust, interactional trust, intersubjective trust, intellectual trust, and pragmatic trust.     

惩罚制度对大学生合作行为和人际信任的影响

选取被试大学生150名,依托E-prime实验平台,采取3个惩罚条件和2个实验阶段的混合实验设计,探讨惩罚对大学生合作行为中人际信任以及合作程度的影响。结果表明:(1)在加入惩罚情况下,团队成员信任感及合作程度显著升高;反之,显著降低。(2)惩罚力度与改变量呈正相关,即惩罚力度越大,团队信任感及合作程度提升越大。(3)由加入惩罚导致的信任感及合作程度提高与由惩罚取消导致的下降水平没有显著差异。     

The place of trust in Continuing Professional Learning programmes: supporting authentic reflection in portfolio assessment

In this paper we consider why academics on Continuing Professional Learning (CPL) programmes often struggle with practice-based learning, and why they can find the reflective portfolio particularly challenging. We first argue that convenors should articulate the differences between ‘academic learning’ and ‘learning in academia’ for participants. Furthermore, in an environment where trust has been increasingly replaced by the monitoring of performance, CPL participants can find themselves on unfamiliar learning territory in conditions which are not conducive to risk-taking. We identify how convenors might build the trust required for participants to offer an authentic account of their practice.     

School Principals’ Influence on Trust: Perspectives of Mothers of Children with Disabilities

ABSTRACT

The authors employed a qualitative research design to explore issues of trust in family–professional relationships. They specifically focused on the nature of trust between mothers of children with disabilities and school principals. Analysis of the mothers’ responses to face-to-face interview questions yielded two primary categories related to their perspectives regarding principals: (a) personal and professional principal attributes and (b) principal actions within the education system, with students, and with students’ families. Subcategories were developed that further delineated the relationships participants had with the principals of their children's educational programs. The authors address implications for school leadership and the establishment of trustworthy family-professional relationships, especially as they impact the lives of students and families in need of special education support.     

农村土地信托流转的实践与法律思考

21世纪初,信托被引入农村土地流转,从而产生了农村土地信托流转这种新的土地流转方式。在加速土地流转、提高农民收入、促进农业规模化、集约化经营以及带动农村金融发展等方面,农村土地信托流转可发挥重要作用。由于政策法律障碍、农民收入难以保障、配套措施缺失等制约因素的存在,致使农村土地信托流转发展缓慢。在近年来中央一系列土地政策的基础上,修改与完善相关立法、理顺信托各方法律关系、建立配套制度与机制以及加强监管,可推进农村土地信托流转顺利发展。     

Mathematics professional development for elementary teachers: Building trust within a school-based mathematics education community

Despite increased attention in professional development to building communities of teachers, few studies have investigated the development of trust in these communities. This paper presents issues related to trust in a professional development project at an elementary school. The project aimed for school-based elementary teachers and university-based mathematics educators to work together to improve mathematics instruction at the school by developing a mathematics education community of learners, where learners were conceived of as both the teachers and the mathematics educators. This paper addresses the following question: What factors in the project supported the development of trust among mathematics educators and teachers as the community was formed? More specifically, the paper is about one aspect of trust, namely, building school-based elementary teachers’ trust in the university-based mathematics educators. We point to three factors that helped the development of trust and we use care theory to further understand and discuss these factors in the context of in-service teacher education initiatives.     

Differential trust between parents and teachers of children from low-income and immigrant backgrounds

This study was designed to investigate the trust relationship between parents and teachers in first grade. Additional research questions were whether trust was related to ethnicity and reading performance. The five facets of trust; benevolence, reliability, competence, honesty and openness, were measured on a 4-point Likert scale. Reading performance was measured by the three-minute test. Parents were found to have more trust in the reliability, competence and honesty of teachers than teachers in parents. Native-Dutch and immigrant parents have the same trust level towards their children’s teacher. However, teachers reported lower trust levels on all five facets of trust for immigrant parents. Our findings indicated that ethnicity has no influence on parents trust in teachers, but ethnicity may explain teachers’ trust in parents. Some support was found for the assumption that teachers’ trust plays a role in reading performance. Children were found to have higher reading performance when teachers reported higher trust in the benevolence and openness of parents.     

一种无线传感器网络多层可信体系结构模型研究

本文提出了针对无线传感器网络的多层可信体系结构模型,并把此模型的可信级定义为三元型,把多层可信引入到无线传感器网络中,以此控制不同可信级节点中机密的密级信息流;其次,提出了适合多级可信的无线传感器网络架构;最后得出了一些结论。     

A sociocultural investigation of the efficacy of outdoor education to improve learner engagement

A sociocultural investigation with Year 8 secondary-school students experiencing marginalization and displaying signs of social and emotional difficulties in engaging fully with school life who participated in a mediated outdoor education programme was undertaken for this study. The findings indicate that there was a very statistically significant change in self-concept (p < 0.05) during the course of the programme. In addition, all participants reported positive results in relation to building trust, group cohesion, and emotional regulation with positive results on facing the challenges they experience daily within school. Moreover, 75% reported that they experienced positive gains in their family since beginning participation in the programme, and 100% stated that they had developed a deeper level of trust for the other group members.     

The paradox of trust in online collaborative groups

Open and sustained discussions in heterogeneous collaborative online groups should provide opportunities for adults to reshape their thinking, deeply understand the subject content, and have their voices heard and respected. These opportunities turn on trust. The ability to trust thoughts that are different from their own is influenced by the learners’ ability to be open about their beliefs and to develop healthy self–other relationships within their small groups. These issues are examined through a qualitative phenomenographic perspective of the stories of the students enrolled in two online adult learning classes utilizing a problem‐based and collaborative pedagogy. The findings indicate that group members import trust issues into the group, which then become issues for the group‐as‐a‐whole. To resolve these issues, the groups engage in several evading behaviors to avoid the types of discussion necessary to fully deal with the difference and resolve the trust issues.     

略论思想中的盲信

盲信是人们对特定认知内容不加怀疑的接受。形成盲信的基础是具有一般性的事实和知识,具有明显的认知性。盲信的认知基础是个体思维的基本素材,从前提上影响其思想发展方向,改变盲信的认知基础会导致原有认知体系与价值体系的变动。在思想政治教育中,能否有效地让教育对象形成盲信,很大程度上决定着思想政治教育的效果。精心预设和有效地传递盲信基础是影响教育对象形成盲信的两个主要着力点。     

浅析信托与代理、行纪的异同

在对信托与代理、信托与行纪进行比较的基础上,析出信托制度在财产管理方面灵活、安全、高效的优势.     

考虑社会信任的内部控制与经营效率关系

利用我国主板A股公司2008~2014年的数据,研究企业的内部控制质量对经营效率的影响,并分析企业所在地的社会信任水平这一非正式制度对二者关系的调节作用。研究发现,良好的内部控制有助于公司经营效率的提升,两者呈现正相关关系,社会信任水平能够增强二者之间的关系,并发挥一定的调节作用,但这种效应主要体现于国有控股企业中,而在非国有控股企业中作用不明显。研究结果表明,社会信任这一非正式制度在内部控制实施中发挥着重要作用,对政府决策机构及监管部门具有一定的政策意义。     

试论人际交往信任机制的完善

现今社会,随着经济的飞速发展,人际交往也日益频繁,良好的人际交往能力也成了人们社会生存所要具备的重要因素之一。面时复杂的社会现实,伴着形形色色的诱惑和欲望,人际交往过程中,出现了种种信任缺失的行为现象。因此,建立完善的信任机制,是人际交往面临的一大社会问题,也是社会发展中人际交往走向成熟的重要标签。     

The role of teacher trust in segregated elementary schools: a multilevel repeated measures examination

This study aims to investigate how teachers’ trust in their students relates to reading comprehension achievement in socially and ethnically segregated elementary schools in Flanders (Belgium) by taking into account class composition characteristics. It is examined how student variables, ethnic diversity and the proportion of non-native students in the class, and teachers’ trust in their students relate to reading comprehension achievement and learning growth. A 3-level multivariate repeated measures analysis was conducted. At 2 measurement occasions, reading tests and questionnaires were administered to a sample (n = 417) of 7- and 8-year-old students in 32 classes. Teachers’ trust in their students was found to be a key factor relating to learning growth in reading comprehension, and mediated the relationship between the level of ethnic diversity in the class and learning growth. Teachers with a higher level of trust in their students seem to foster more learning growth in reading comprehension.     

意定监护与信托协同应用的法律研究

老龄化与少子化的叠加出现,监护权缺失的高龄孤寡、失能失智等困境老人的增多,需要政府和社会机构组织的支持和帮助。借鉴美国的特殊需要信托,日本的意定监护契约,以及我国台湾地区的安养信托等监护模式,结合我国国情,提出建立失能失智老人的政府强制信托和孤寡失独老人的意定监护信托。政府履行监护职责,社会承担监护责任,加强人身照护和财产信托管理,提升社会养老供给能力,推进我国老年事业发展。     

一种基于代理的自动信任协商模型

为增强信任协商系统的实用性,提出一种基于代理的自动信任协商模型(ABAM).ABAM引进代理使协商过程免于人工干涉.同时,ABAM指定了元策略格式,使用这种格式灵活的信任凭证来满足访问控制策略要求,而不需披露数字证书的全部内容.此外,ABAM使用高强度的非对称函数加密传输消息,能防止消息遭受攻击.最后,模型中提出一种新的协商协议来指导协商进行.事例分析表明,ABAM是健全和合理的.与现有工作相比,ABAM在智能性、保密性和协商效率方面得到了改进.     

论会计教学过程中的诚信教育

分析了会计诚信教育重要性，指出要改变以往重专业技能培养，轻职业道德教育的传统教育观念，在会计专业课程教学过程中开展会计诚信教育；并且要革新教学方法，丰富教学内容，使会计诚信教育富有成效。     

再论集体经营性建设用地信托之法构造

集体经营性建设用地使用权是一种用益物权,其可转让性得到了新修订的土地管理法的承认,可以成为集体经营性建设用地信托的信托财产。 集体经营性建设用地信托关系中的委托人和受益人都是农民集体。 农民集体作为委托人时,由于不具备我国信托法要求的民事行为能力,所以,农民集体的委托行为往往可以由经过其授权的集体经济组织代理。 集体经营性建设用地信托的受托人一般采取信托机构的形式,并有两种模式可以选择,即由政府出资成立的信托机构和商业信托机构。 前者具有一定的现实意义,而后者代表了受托人未来的发展趋势。