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41.
van Ijzendoorn MH Moran G Belsky J Pederson D Bakermans-Kranenburg MJ Kneppers K 《Child development》2000,71(4):1086-1098
Do siblings develop similar attachment relationships with their mother? Attachment theory suggests that brothers and sisters growing up in the same family are likely to relate in similar ways to their parents, at least when parental attachment representations and interactive styles remain stable across time. In the current study, sibling attachment data from three research groups (from Pennsylvania State University, Leiden University, and the University of Western Ontario) have been pooled to assemble a sufficiently large sample of observations (N = 138 sibling pairs) for a detailed comparison of sibling attachment relationships. Spacing between the births, differences in maternal sensitivity, and gender of siblings were examined as possible sources of concordance of nonconcordance. Attachment security (including disorganized attachment) of each sibling was assessed with the Strange Situation procedure between 12 and 14 months after birth. Maternal sensitivity was observed with the same rating scale in a laboratory play session in one of the studies and in home observations in the others. Sibling relationships were found to be significantly concordant when classified as secure/nonsecure (62% concordance, p < .01, 1-tailed, intraclass correlation = .23) but not when further subcategorized. Maternal insensitivity to both siblings (shared environment) was associated with concordance of sibling nonsecurity. Siblings of the same gender were more likely to form concordant relationships with their mother (68%; p < .01, 1-tailed, intraclass correlation = .37) than those of opposite gender. Same-sex sibling concordance was comparable to the concordance found for monozygotic twins in earlier studies. Genetic factors may, therefore, play a relatively small role in the development of attachment. 相似文献
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Gisbert van Ginkel Helma Oolbekkink Paulien C. Meijer Nico Verloop 《Teachers and Teaching》2016,22(2):198-218
Being adaptive to the individual novice teacher is considered a condition for effective teacher mentoring. The aims of this study are therefore to explore (1) mentoring activities through which mentors intend to adapt to the individual novice teacher and (2) characteristics of adaptive mentors. Information was collected through on-site, post-mentoring conversation interviews with 18 mentors holding different mentoring conceptions, from different programs for Initial Teacher Education in the Netherlands. Four adaptive mentoring activities were identified: (1) aligning mutual expectations about the mentoring process, (2) attuning to the novices’ emotional state, (3) adapting the mentoring conversation to match the reflective capacity of the novice teacher, and (4) building tasks from simple to complex relative to the novices’ competence level. Adaptive mentors were (1) more likely to mention activities intended to support construction of personal practical knowledge and (2) less likely to mention activities intended to create a favourable context for novice teacher learning. Suggestions for using findings to enhance mentor adaptiveness are discussed. 相似文献
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This article provides an international comparative overview of institutional strategies, collaboration patterns and governmental policies related to the use of ICT in higher education. It has been produced as part of an international comparative study on the use of ICT in higher education. A study commissioned by the Dutch Ministry of Economic Affairs and the Ministry of Education, Culture and Science and published as: “The Use of Information and Communication Technology in Higher Education: An International Orientation on Trends and Issues”, B. Collis and M. van der Wende (Eds). University of Twente, CHEPS, 1999. It covers the following range of countries: Belgium, Finland, the United Kingdom, Australia and the United States of America. Additionally some main initiatives at the European level have been taken into account. On the basis of this international comparison, the following main conclusions were drawn. Due in part to the fact that in many cases institutional strategies for ICT are still lacking, interesting experimentation does not generally lead to successful dissemination and adoption on a wider scale. In many cases, the push for a substantial use of ICT in distance learning programs has come from new educati onal markets, life-long learning and international education in particular. The response of higher education to these markets is leading in many countries to a convergence of distance and traditional (on-campus) education. Inter-institutional and inter-sectoral collaboration between universities and companies are characteristics of many successful ICT initiatives, although they do not generally continue into sustainable implementation in the individual institutions. Governments facilitate the use of ICT through the establishment of infrastructure, networks and inter-institutional and public–private partnerships, and try to create the right regulatory environment. Further deregulation will enable institutions to respond to new market demands and will inspire the necessary organizational change in higher education institutions. 相似文献
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Helma W. Oolbekkink-Marchand Janneke van der Steen Mirjam Nijveldt 《Educational Action Research》2013,21(1):122-139
This study provides insight into the quality of practitioner research and the impact of this on the professional development of the individual teacher and the school as a whole. We examined the quality of practitioner research in relation to the goals of the research. We operationalized the quality of the research in terms of the validities outlined by Anderson and Herr. In our study we apply this way of thinking to 11 cases of teacher research in secondary education. We found at least some evidence of outcome validity and catalytic validity for the teachers’ practitioner research. However, evidence of process validity and democratic validity was only found in some of the projects. We conclude that the approach adopted in this study can be more generally used to increase the quality and thereby the impact of practitioner research. 相似文献
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Niels R. Faber Laura Maruster René J. Jorna Rob J.F. van Haren 《Educational Research and Evaluation》2013,19(6):519-539
In small businesses with no employees, learning environments have a low learning readiness. Consequently, learners need to rely on their own agency to shape their learning experiences. Results from a study of agricultural entrepreneurs indicated that the components of motivation and self-regulated learning strategies shape learner's agency and explain learning environment configuration in small businesses with no employees. Configuration of the learning environment was found to be a weak determinant of the learning performance of these learners. However, results showed that prior performance of learners in small businesses with no employees dictates how their agency operates and what learning effect is achieved; higher prior performance results in higher learning effects. We conclude that mechanisms that underlie learning in traditional learning environments work similarly in learning environments in small businesses with no employees. 相似文献
50.
A.W. van den Ban 《The Journal of Agricultural Education and Extension》2013,19(3):179-180
Miteinander Reden: Kommunikationspsychologie für Führungskräfte (Talking with another: Communication psychology for leaders). by F. Schulz von Thun, J. Ruppel and R. Stratmann (2000), Reinbek, RoRoRo Sachbuch 60687, ISBN 3 499 60687 9, DM 16.90. 相似文献