不同社会群体特征对内隐领导因素的影响

研究发现,中国人内隐领导理论的内容由个人品德、目标有效性、人际能力和多面性四个因素构成。不同的年龄、职业和教育水平等评分者的特点,对领导诸因素的评分有着显著的影响。综合分析发现,教育水平是影响内隐领导因素评分的主要变量。另外,各组都倾向于把人际能力作为领导最大的特质来加以评分。     

The third-space professional: a reflective case study on maintaining relationships within a complex higher education institution

This paper showcases the work of Third Space professionals in a complex higher education (HE) setting, and specifically its impact on the building of trust relationships and innovative approaches. It makes use of a case-study methodological approach, reflecting on the experiences of various stakeholders within pilot phases. The findings reveal challenges related to maintaining trust relationships, which can be threatened by technicist approaches. The reflective case study explores an innovative live-streaming project and the related pedagogical approaches by Instructional Design experts, as Third Space professionals, who have carved out a critical space within a HE setting. This investigation, and its related lessons, highlights that learning-and-teaching aspects, training and support, reconciliation of trust relationships, can be applied to Third Space professionals in other HE institutions.     

Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information

Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs.     

心理授权对农村小学校长工作工作满意度的影响：职业认同的中介作用与情绪智力的调节作用

基于授权认知模型、社会认同理论等理论考察了心理授权对农村小学校长工作满意度的影响以及职业认同的中介效应和情绪智力的调节效应。采用心理授权量表、职业认同量表、情绪智力量表与工作满意度量表对随机抽取的269名农村小学校长进行调查。结果显示：（1）心理授权、职业认同、情绪智力与工作满意度这四个变量均两两正相关;（2）心理授权、职业认同会正向预测农村小学校长工作满意度,心理授权会正向预测职业认同;（3）职业认同在心理授权与工作满意度之间起中介作用;（4）情绪智力调节了职业认同对农村小学校长工作满意度的影响。因此,心理授权对农村小学校长工作满意度的影响是一个有调节的中介效应。     

The assessment of knowledge and learning in competence spaces: The gain–loss model for dependent skills

The gain–loss model (GaLoM) is a formal model for assessing knowledge and learning. In its original formulation, the GaLoM assumes independence among the skills. Such an assumption is not reasonable in several domains, in which some preliminary knowledge is the foundation for other knowledge. This paper presents an extension of the GaLoM to the case in which the skills are not independent, and the dependence relation among them is described by a well‐graded competence space. The probability of mastering skill s at the pretest is conditional on the presence of all skills on which s depends. The probabilities of gaining or losing skill s when moving from pretest to posttest are conditional on the mastery of s at the pretest, and on the presence at the posttest of all skills on which s depends. Two formulations of the model are presented, in which the learning path is allowed to change from pretest to posttest or not. A simulation study shows that models based on the true competence space obtain a better fit than models based on false competence spaces, and are also characterized by a higher assessment accuracy. An empirical application shows that models based on pedagogically sound assumptions about the dependencies among the skills obtain a better fit than models assuming independence among the skills.     

Impact of Social Determinants on Parent Sense of Competence in Mothers Who are Homeless or Poor Housed

Unfavorable social determinants can impact mothering of young children who are homeless or poor housed and parent sense of competence. Social determinants influence on mothers’ parent sense of competence parent self-efficacy and satisfaction was investigated. Homeless mothers reported worse scores than poor housed mothers on 5 of 10 social determinants including: mother moves, abuse, un/underemployment, less stable partner relationships and student roles. Homeless mothers scored lower than poor housed mothers on parent sense of competence satisfaction and parent sense of competence total, but not on parent sense of competence efficacy. No one social determinant predicted parent sense of competence. Results underscore the need to address social determinants of health in occupational therapy community-based practice.     

Civic Education in Post-Apartheid South Africa: Alternative Paths to the Development of Political Knowledge and Democratic Values

Despite the proliferation of civic education programs in the emerging democracies of Latin America, Africa, and Eastern Europe, there have been few recent evaluations of the effectiveness of civics instruction in achieving changes in democratic orientations among student populations. We present findings from a study conducted in 1998 that examined the impact of democratic civic education among South African high school students. Using a battery of items to gauge democratic orientations, including measures of political knowledge, civic duty, tolerance, institutional trust, civic skills, and approval of legal forms of political participation, we find that civic education had the largest effects on political knowledge, with the magnitude of the effect being approximately twice as large as the recent Niemi and Junn (1998 ) finding for the United States. Exposure to civic education per se had weaker effects on democratic values and skills; for these orientations, what matters are specific factors related to the quality of instruction and the use of active pedagogical methods employed by civics instructors. Further, we find that civic education changed the structure of students' orientations: a "democratic values" dimension coalesces more strongly, and in greater distinction, from a "political competence" dimension among students exposed to civic education than among those with no such training. We discuss the implications of the findings for our theoretical understanding of the role of civic education in fostering democratic attitudes, norms, and values, as well as the practical implications of the results for the implementation and funding of civic education programs in developing democracies in the future.     

Reasonable Partiality in Professional Ethics: The Moral Division of Labour

Attention is given to a background idea that is often invoked in discussions about reasonable partiality: the idea of a moral division of labour. It is not only a right, but also a duty for professionals to attend (almost) exclusively to the interests of their own clients, because their partial activities are part of an impartial scheme providing for an allocation of professional help to all clients. To clarify that idea, a difference is made between two kinds of division of labour, a technical one and a social one. In order to assess the applicability of the idea of a moral division of labour to professional ethics, journalism is contrasted with other professions.     

The relationships between parenting stress,parenting behaviour and preschoolers' social competence and behaviour problems in the classroom

Young children develop social and emotional competence through interactions with others in the two major contexts in which they spend time: home and preschool. This study examined whether parenting stress in the home context is related to the children's behaviour while in preschool. Previous research has suggested that parenting stress negatively influences parenting behaviour, which in turn has been shown to impact children's development. This study examined the direct relationship between parenting stress and children's behaviour in two types of preschool programmes: private day care centres and Head Start. Parenting stress was significantly related to teacher ratings of social competence, internalizing behaviours, and externalizing behaviours, and the effects of parenting behaviour do not appear to mediate this relationship. Parenting stress was most strongly related to children's social competence. Parents' reports of expectations for their child's behaviour appear to weakly moderate the relationship between externalizing behaviour and parenting stress. This study suggests that examination of a parent's level of stress, in addition to parenting practices, may be important in research and interventions with preschool children's behaviour and social competence. Copyright © 2005 John Wiley & Sons, Ltd.