How distributed leadership can make a difference in teachers' organizational commitment? A qualitative study     

Hester Hulpia  Geert Devos 《Teaching and Teacher Education》2010

The present study explores the relation between distributed leadership and teachers' organizational commitment. Semi-structured interviews with teachers and school leaders of secondary schools were conducted. A comparative analysis of four schools with high and four schools with low committed teachers was carried out. Findings revealed differences in the leadership practices which influenced organizational commitment. The leadership practices include the quality and distribution of leadership functions, social interaction, cooperation of the leadership team, and participative decision-making. Teachers reported being more strongly committed to the school if the leaders were highly accessible, tackled problems efficiently or empowered teachers to participate, and frequently monitored teachers' daily practices.  相似文献   

New teachers,mentoring and the discursive formation of professional identity   总被引：1，自引：0，他引：1  

Anita Devos 《Teaching and Teacher Education》2010

This paper considers the implications of mentoring for the discursive formation of professional identities of newly graduated teachers. The site for this analysis is the Teacher Mentoring and Induction Program, in Victoria, Australia. The paper draws attention to the effects of mentoring as conceived in this context on the construction of new teacher identities, the close relationship between professional standards and mentoring, the relationship between mentoring and the performative culture of schools, and what it means to be ‘a good teacher’ within this culture. The aim is to reposition mentoring as a product of its contexts and times, and in so doing contribute to the development of a more theoretically informed and critical platform from which to conduct research into its effects and benefits.  相似文献   

The Limits of Educational Policy and Practice? The case of ethnic minorities in The Netherlands     

Geert Driessen 《比较教育学》2000,36(1):55-72

This article describes the situation in the field of ethnic minorities and education in The Netherlands and other Western countries. The policy that has been and is being pursued in The Netherlands is central to this article, as well as the way in which this policy has been translated into practice. The most important aim of the policy is to combat educational disadvantages among minorities. Attention is paid to the evaluation of the various aspects related to the education offered to minorities. These evaluations show that even though a great deal has been brought about, policies have up until now hardly succeeded in improving the relative position of the minorities. On the basis of these findings, a number of changes have recently come about in the policy, that are likely to have far-reaching consequences for educational practice. To conclude this article attention is paid to this new policy.  相似文献   

Measuring Public Opinions About Surveys     

Loosveldt  Geert; Storms  Vicky 《Int. Journal of Public Opinion Research》2008,20(1):74-89

Respondent's opinions about survey research are regarded asan expression at the individual level of the general survey-takingclimate. Based on a review of the research about ‘surveyson surveys’ five relevant dimensions of the respondent'sopinion about surveys are distinguished: survey enjoyment, surveyvalue, survey cost, survey reliability, and survey privacy.Items related to these aspects are used to develop an ‘Opinionsabout Survey Scale’. The results of an analysis of thepredictive validity of the scale support the expectations basedon the theory of planned behavior. Opinions about surveys areassociated with the intention to participate in future surveysand with hesitation to fill out the questionnaire of a mailsurvey. Opinions are not related with participation in a follow-upmail survey. The results of the wave analysis of a mail surveyare a clear indication that nonrespondents have more negativeopinions about different aspects of surveys. This also meansthat the measurement of opinions is biased. However, becauseof this bias it is worthwhile and useful to measure these opinions.  相似文献   

Visual search,movement behaviour and boat control during the windward mark rounding in sailing     

Joost P. Pluijms  Rouwen Cañal-Bruland  Marco J.M. Hoozemans  Geert J. P. Savelsbergh 《Journal of sports sciences》2015,33(4):398-410

In search of key-performance predictors in sailing, we examined to what degree visual search, movement behaviour and boat control contribute to skilled performance while rounding the windward mark. To this end, we analysed 62 windward mark roundings sailed without opponents and 40 windward mark roundings sailed with opponents while competing in small regattas. Across conditions, results revealed that better performances were related to gazing more to the tangent point during the actual rounding. More specifically, in the condition without opponents, skilled performance was associated with gazing more outside the dinghy during the actual rounding, while in the condition with opponents, superior performance was related to gazing less outside the dinghy. With respect to movement behaviour, superior performance was associated with the release of the trimming lines close to rounding the mark. In addition, better performances were related to approaching the mark with little heel, yet heeling the boat more to the windward side when being close to the mark. Potential implications for practice are suggested for each phase of the windward mark rounding.  相似文献   

Getting the story, understanding the lives: From career stories to teachers' professional development   总被引：3，自引：0，他引：3  

Geert Kelchtermans 《Teaching and Teacher Education》1993,9(5-6)

To understand teachers' professional development, the career stories of 10 experienced Flemish (Belgian) Primary School teachers were collected. The analysis of these narrative data culminated in the reconstruction of a professional self and a subjective educational theory, both conceived of as indicators for the professional development. These general concepts were differentiated to develop a conceptual framework for understanding teachers' professional development from their career stories. The comparative analysis of the stories revealed two important recurring themes, the strive for job stability and the feelings of vulnerability for the teacher. In this paper the “biographical perspective” is depicted as a general theoretical approach, and as a concrete research procedure for data collection and analysis. The author concludes that a narrative-biographical approach constitutes a viable perspective for understanding professional development from the subjective viewpoint of the teachers.  相似文献   

Islamic schools in three western countries: policy and procedure     

Michael S. Merry  Geert Driessen 《比较教育学》2005,41(4):411-432

In this article, the authors compare Islamic schools in three countries: the United States, the Netherlands, and Belgium. In each country, the authors take care to situate Islamic schools within the broader context of educational policy and practice. In particular, the authors examine the mechanisms for funding, choice and control, noting that for reasons specific to each context monitoring either by the state or accrediting agencies poses both challenges and opportunities for Islamic schools.  相似文献   

Ethnicity,Forms of Capital,and Educational Achievement   总被引：1，自引：0，他引：1  

Driessen  Geert W. J. M. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(6):513-538

Bourdieu's cultural capital thesis is an attempt to explain how social class influences the transmission of educational inequality. In this article, the question of the extent to which various forms of capital also apply to ethnic minorities stands central. On the basis of Dutch and American research findings, a model is formulated and empirically tested with the aid of data from the Dutch Primary Education cohort study. Students from four ethnic groups are included: Dutch, Surinamese, Turkish, and Moroccan. The main variables are language and math test scores, socio-economic milieu, and a number of capital indicators, including financial resources, linguistic resources, parental reading behavior, and educational resources within the family. The results show no mediating effect of resources within the various ethnic groups. The findings also suggest that in research and practice it is relevant to not treat ethnic groups as one homogenous group, but to differentiate between the various groups.  相似文献   

Influence of motherhood on the implicit academic self-concept of female college students: Distinct effects of subtle exposure to cues and directed thinking     

Thierry Devos  Erin Viera  Priscila Diaz  Roger Dunn 《European Journal of Psychology of Education - EJPE》2007,22(3):371-386

Despite notable steps toward gender equality and significant changes in gender roles, women continue to face tension between academic aspirations and the more traditional role of caregiver. The goal of the present research was to examine how this conflict might be revealed through assessments of associations that cannot be consciously controlled. In two experiments, college women completed implicit association tasks measuring the strength of their academic identification. Experiment 1 (N=55) showed that implicit academic identification was weaker when motherhood cues were present (rather than absent). In Experiment 2 (N=73), implicit academic identification was weaker when participants reflected on their aspirations to become a college graduate rather than aspirations to be a mother. These findings emphasize the malleability of the implicit academic self-concept. More precisely, they document that subtle exposure to cues and more deliberate thought processes produce distinct effects. This research contributes to a better understanding of contextual influences on the academic self-concept of college women and their potential implications for academic performances.  相似文献   

Principals in schools with a positive school culture     

Nadine Engels  Gwendoline Hotton  Geert Devos  Dave Bouckenooghe  Antonia Aelterman 《Educational studies》2008,34(3):159-174

This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi‐structured interviews with the principals. Functioning, well‐being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in schools with cultures stimulating professional development, combine (1) type A, achievement‐oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component.  相似文献