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101.
Facilitating Teachers' Participation in School‐Based Health Promotion—A Qualitative Study 总被引:1,自引:1,他引:0
Nina Grieg Viig Corresponding author Bente Wold 《Scandinavian Journal of Educational Research》2013,57(1):83-109
The focus of this article is on examining Norwegian teachers' perception of what factors at the school's organisational level have facilitated their participation in a school‐based health promotion project. The study is based on 12 semistructured interviews with teachers from two of the pilot schools participating in the European Network of Health Promoting Schools. The findings indicate that there are a number of conditions at the organisational level facilitating the implementation process and the teachers' participation in the project. These conditions are common goals, good leadership, sufficient and available resources, competence and cooperation inside the school and with the local community. The results from this study also indicate that working with the Health Promoting Schools Project helped the teachers in fulfilling many of the goals of the new Norwegian National Curriculum (L97), and in the longer term, also contributed to the implementation of the new reform. 相似文献
102.
Since April, 1977, Mothers of the Plaza de Mayo in Buenos Aires have marched every Thursday at 3:30, demanding information about their disappeared children. In this essay, we analyze the protests of the Mothers by means of the metaphor of haunting and suggest that their symbols‐diapers as kerchiefs, slogans and sayings, circling the plaza, and marches‐enact a haunting by means of synecdoche. Synecdoche allows the Mothers to manage the trauma of the disappeared but is less effective at generating ways for Argentina to move out of the limbo of the disappearances. 相似文献
103.
Nina S. Roberts 《Environmental Education Research》2009,15(4):443-464
India’s National Green Corps (NGC) Eco‐Clubs are a unique opportunity to educate youth about environmental issues. NGC objectives include: (1) educate children about their immediate environment by increasing awareness; (2) impart knowledge about eco‐systems, their interdependence and need for survival, through visits and demonstrations; (3) mobilize youth by instilling a spirit of scientific inquiry into environmental problems; and (4) involve youth in active environmental preservation efforts. In 2005–2006, Eco‐Clubs existed in nearly 68,000 schools across India representing 150 Eco‐Clubs per district. During the 2007–2008 school year, the number of Eco‐Clubs increased to approximately 97,000 in 519 districts. The purpose of the study reported here was to document and evaluate the effectiveness of Eco‐Clubs and assess their organizational framework. An extensive document review of secondary data was employed and focus group interviews were conducted in two locations. Findings show that the partnership programs developed by schools with non‐governmental organizations to propel the Eco‐Club concept forward have contributed greatly to their ability to provide ongoing, quality programs for students. Recommendations include directing different agencies to work cohesively towards program success, clarifying the future NGC vision, and addressing existing operational shortcomings. 相似文献
104.
Educational networks constitute a new way of governance, which aims at collaborating on current challenges in the educational system. Such networks are based on the social relationships of their members, whereby trust is of particular relevance. In this article, we focus on this interpersonal trust within an educational network and take a first step towards an empirically grounded theory on dimensions of trust in a multi-organizational coalition. To that end, we analyze semi-structured interviews with a total of 21 actors of an exemplary educational network. The interviews were mainly focused on the interviewees’ network relationships. These relationships were analyzed by means of Grounded Theory using the data analysis software MAXQDA. Our analyses resulted in a theory of five dimensions of trust: (1) individual attitude, (2) time, (3) organizational and issue-specific proximity, (4) power, and (5) multiplexity. These dimensions represent an approximation of a better understanding of trustful relations in educational networks and have to be verified in further – particularly representative – studies for their validity. 相似文献
105.
In the current study (a) maternal insightfulness into the experience of the child and (b) resolution with respect to the child's diagnosis and their associations with children's security of attachment were examined in a sample of 45 preschoolers (mean age = 49 months) with autism spectrum disorders (ASD). It was hypothesized that mothers who were insightful and resolved would be more likely to have securely attached children than mothers who were neither insightful nor resolved. The findings supported this hypothesis. The implications of insightfulness and resolution for child attachment in the context of ASD are discussed. 相似文献
106.
The Haifa Study of Early Child Care recruited a large-scale sample (N = 758) that represented the full SES spectrum in Israel, to examine the unique contribution of various child-care-related correlates to infant attachment. After controlling for other potential contributing variables--including mother characteristics, mother-child interaction, mother-father relationship, infant characteristics and development, and the environment--this study found that center-care, in and of itself, adversely increased the likelihood of infants developing insecure attachment to their mothers as compared with infants who were either in maternal care, individual nonparental care with a relative, individual nonparental care with a paid caregiver, or family day-care. The results suggest that it is the poor quality of center-care and the high infant-caregiver ratio that accounted for this increased level of attachment insecurity among center-care infants. 相似文献
107.
In this classroom intervention study, reciprocal teaching (RT) of reading strategies was combined with explicit instruction in self-regulated learning (SRL) to promote the reading comprehension of fifth-grade students (N = 306). Twelve intact classes were randomly assigned either to an RT + SRL condition or to an RT condition without explicit instruction in self-regulation. Three additional classes served as a no-treatment comparison group. Strategies instruction was delivered by trained assistants in conventional German language lessons. Students practiced the application of these strategies in small groups. Both at posttest and at maintenance (8 weeks after the intervention), students in the two intervention conditions (RT and RT + SRL) outperformed comparison students in measures of reading comprehension, strategy-related task performance, and self-efficacy for reading. Relative to RT students, students in the RT + SRL condition were better able to maintain training-induced performance gains over the follow-up interval. A moderated mediation analysis revealed that this difference in the sustainability of the two treatments was (a) mediated by the successful mastery of the learned strategies and (b) most evident among students with poor reading fluency skills. 相似文献
108.
Nina Sokolovic Andre Plamondon Michelle Rodrigues Sahar Borairi Michal Perlman Jennifer M. Jenkins 《Child development》2021,92(2):e143-e157
Are mother–child conflict discussions shaped by time-varying, reciprocal influences, even after accounting for stable contributions from each individual? Mothers were filmed discussing a conflict for 5 min, separately with their younger (ages 5–9, N = 217) and older (ages 7–13, N = 220) children. Each person’s conflict constructiveness was coded in 20-s intervals and data were analyzed using dynamic structural equation modeling, which separates individual and influence effects. Children influenced their mothers’ behavior under certain conditions, with evidence for developmental differences in the magnitude and direction of influence, whereas mothers did not influence their children under any circumstance. Results are discussed in the context of child effects on parent behavior and changes in parenting across middle childhood. 相似文献
109.
The academic "hurdle race": A case study 总被引:1,自引:0,他引:1
This study analyzes the career patterns of a cohort of faculty members in a large Israeli university and shows that women constitute a small minority in that university, and that their rank advancements are fewer, slower, and lower than men's. We examine three possible explaining mechanisms: (a) "Thresholds" - according to which after women cross a certain barrier, differential career development on the basis of gender disappears or is, at least, greatly reduced. (b) "Ceilings" - according to which women's advancement is curbed before they reach the highest rank. (c) "Hurdles" - according to which women, as compared to men, are confronted by more obtrusive barriers at each step of the academic career. We found that no threshold could be detected after which gender differences are reduced and that the ceiling effect may be a by-product of women's extended career paths. Rather, the analysis of the case study suggests that women's career trajectories are characterized by "hurdles", i.e., at each rank they stay longer and their advancement probability is lower than men's even when their publication rates are taken into account. 相似文献
110.
Joanne T. Cao Jamye Foster Gallayanee Yaoyuneyong Nina Krey 《Journal of Marketing for HIGHER EDUCATION》2019,29(1):134-152
While on-campus student housing availability has been shown to improve retention, the interdependence between students and providers in creating the value of campus living has not been explored. This paper, therefore, draws on theories from marketing and education to investigate the role of shared responsibility in educational service outcomes (perceived utilitarian value, perceived hedonic value, satisfaction, and positive word-of-mouth) in the context of university housing. Analysis using a general linear model shows that all dependent variables increase as students’ sense of shared responsibility increases. These results contribute to the literature by introducing the notion of shared responsibility to the examination of student housing value perceptions. After implications for various stakeholders are discussed, recommendations for future research are given. 相似文献