‘It’s only a phase’: examining trust,identification and mentoring functions received across the mentoring phases

Kram has proposed that mentoring relationships develop and mature over time, providing different levels of mentoring functions as they progress through a sequence of four distinct phases: initiation, cultivation, separation, and redefinition. However, the influence of these mentoring phases on the dynamics and functions of mentoring has received little research attention. This quantitative field study examined the effect of mentoring phases on protégés’ perception of trust and identification with their mentors and mentoring functions received using data from 88 working professionals from industry and education. Results of MANCOVA indicated that protégés in the redefinition phase reported higher levels of psychosocial support than other protégés, and protégés in the separation phase reported lower levels of career development and role modeling than other protégés. No significant differences across the mentoring phases were found for trust and identification among protégés towards their mentors; however, protégés from education reported lower levels of identification with their mentors than those from industry.     

Lernen im Museum – theoretische Perspektiven und empirische Befunde

In this paper, the authors want to relate the issue of “learning in museums” with “aesthetic education”. The contribution is focused on the voluntary and self-organized learning in museums. The objects and the variety of their presentations in regard to the visitor are analyzed, focusing the polymorphism of learning processes, related to aesthetic experiences. This heterogeneous field is reflected from the perspective of visitor research, museology and educational psychology by reflecting the conceptualization of learning processes, their identification by empirical research and the intersection of the different perspectives. Finally, open questions and perspectives for further research concerning learning in museums are discussed.     

Body Segment Contributions to Sport Skill Performance: Two Contrasting Approaches

Abstract

To lead off this section, Anne E. Atwater examines recent developments in kinesiology and biomechanics and discusses the appropriateness of distinguishing between these two areas. Atwater proceeds by tracing the development of the two areas, attempting to clarify the similarities and differences, and concludes by discussing new developments in technology and methodology, along with future directions for both kinesiology and biomechanics. The article by Doris I. Miller contrasts two methods for approaching the problems of body segment contributions to motor performance: joint immobilization with restraint and resultant muscle torque pattern. Miller indicates a preference for the second approach, but indicates that investigators face three major challenges when using it. The author completes the presentation with applications of this method to research on kicking and running.     

Utilizing Adventure Education Within the Model of Moral Action

Character development has long been an assumed if not easily observed goal of physical activity. Shields and Bredemeier(1995, 2001) proposed a structural developmental model of moral action strongly based on the work of Rest (1984, 1994) along with the significant contributions of Piaget (1923), Kohlbcrg (1981, 1984), and Haan (Haan, Aerts, & Conper, 1985). Adventure education is an experientially based approach that utilizes cooperative physical activities to foster self esteem, trust, communication skills, self awareness, confidence, and the ability to problem solve (Bissnn, 1999: Prouty, 1999). The purpose of this paper is lo explore how adventure-based intervention strategies correspond with the theoretical tenets and implementation guidelines of the model of moral action. The major tenets of the model of tnoral action (Shields & Bredemeier, 1995, 2001) and adventure education are discussed. The extent to which adventure education may act as a conduit for the moral education strategies forwarded by the model of moral action is discussed.     

How Families Use Questions at Dioramas: Ideas for Exhibit Design

This paper explores the role of questioning in scientific meaning‐making as families talk, look and gesture in front of realistic and artful dioramas at the Natural History Museum of Los Angeles County. The focus is on the ways questioning can either enable movement towards scientific understanding or hinder such progress. The socio‐cultural framework of this research emphasizes Vygotsky's interpretation of the zone of proximal development (zpd). Questions are viewed as tools for mediation in the zpd. This paper examines three families' dialogues, excerpted from a larger study of collaborative sense‐making among family groups in a natural history museum. It seeks to understand how collaborative dialogue meshes everyday understandings with canonical science, in this case through the use of questions.     

Normative data for eight dimensions of reading attitude,Part III—suburban parochial school students

The Survey of Reading Attitudes was administered to 235 intermediate-grade students enrolled in a suburban parochial school in Northeastern Ohio. Statistical analysis consisted of computing means, standard deviations, standard errors of measurement, and coefficient alpha reliability estimates for the eight dimensions of reading attitude included in the Survey. The reliability estimates for the respective dimensions are as follows: Expressed Reading α=.88; Reading as Direct Reinforcement, α=.79; Reading as Enjoyment, α=.89; Alternative Learning Modes, α=.71; Reading Group, α=.76; Reading Anxiety, α=.82; Silent vs. Oral Reading, α=.79; and Comics, α=.72.     

The effects of recognition and recall study tasks with feedback in a computer-based vocabulary lesson

Should computer-based study tasks use multiple-choice or constructed-response question format? It was hypothesized that a constructucted-response study task (CR) with feedback would be superior to multiple-choice study tasks that allowed either single or multiple tries (STF and MTF). Two additional recognition study task treatments were included that required an overt constructed response after feedback (STF+OR and MTF+OR) in order to control for possible confounding caused by response form mismatch between the recognition study task and recall posttest. Graduate students (N=133) were randomly assigned to one of the five computer-delivered treatments. Relative to STF, posttest effect sizes were: STF 相似文献