School improvement in the context of the special school for children with emotional and behavioural difficulties     

Bob Spalding  Nicole Kastirke  Sven Jennessen 《Emotional and Behavioural Difficulties》2013,18(1):7-18

Abstract

This article examines the issues which are particular to the KEYWORDS development and improvement of schools for children and young people with emotional and behavioural difficulties. Key issues such as team formation and teamwork, cooperation, problem solving capabilities and the school’s capacity to take ownership of the change process are analysed against the background of a case study of one EBD school. The process of change in this school is tracked through the evolution of the ownership of change and the dynamics involved in that process.  相似文献   

Asking for Help: A Relational Perspective on Help Seeking in the Workplace     

Janine van der Rijt  Piet Van den Bossche  Margje W. J. van de Wiel  Sven De Maeyer  Wim H. Gijselaers  Mien S. R. Segers 《Vocations and Learning》2013,6(2):259-279

In the context of the complexity of today’s organizations, help seeking behavior is considered as an important step to problem solving and learning in organizations. Yet, help seeking has received less attention in organizational literature. To increase the potential impact of help seeking on learning, it is essential to understand which mechanisms affect help seeking. The present study questioned whether the characteristics of the relationships that employees have in the workplace are related to help seeking behavior. This study draws on a social network perspective to investigate the employees’ relationships within their professional network. In particular, the role of accessibility, awareness of expertise, trust, and hierarchy in help seeking was explored. Results indicated that the perceptions of the help provider’s expertise, accessibility and trust were positively associated with the likelihood to seek help, frequency by which help is sought, and perceived quality of the help. Moreover, employees seem more likely to seek help upward from higher status individuals and less likely downward from lower status individuals. Employees perceived the help of higher status individuals as more useful and constructive. These results highlight the importance of investing in the strength of relationships, ensuring the accessibility of expertise and fostering a work environment, in which employees trust and respect each other. Furthermore, the results suggest valuable and promising avenues for future research and practice.  相似文献   

Incentive effect on inhibitory control in adolescents with early-life stress: an antisaccade study     

Mueller SC  Hardin MG  Korelitz K  Daniele T  Bemis J  Dozier M  Peloso E  Maheu FS  Pine DS  Ernst M 《Child abuse & neglect》2012,36(3):217-225

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Validity of comparative judgement to assess academic writing: examining implications of its holistic character and building on a shared consensus     

Tine van Daal  Marije Lesterhuis  Liesje Coertjens  Vincent Donche  Sven De Maeyer 《Assessment in Education: Principles, Policy & Practice》2019,26(1):59-74

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Foreign policies of U.S. higher education institutions: Accident or design?     

Sven Groennings  Carolyn P. Griswold  Phyllis Wyatt-Woodruff  Patricia Gregg 《Innovative Higher Education》1991,15(2):117-125

Based on a content analysis of The Chronicle of Higher Education from 1984 to 1989, the authors find that current foreign policy decisions of higher education institutions are being made reactively within four policy arenas: research, students, investments, and academic programs. The authors conclude that a comprehensive foreign policy should be included in an institution's strategic planning process.He has served recently as Visiting Professor of Higher Education at the University of Georgia. Previously he was Director of the Fund for the Improvement of Postsecondary Education. Carolyn P. Griswold has a M.Ed. from Georgia State University and is a doctoral candidate in the Institute of Higher Education at the University of Georgia. Phyllis Wyatt-Woodruff is Director of Enrollment at Paine College and a doctoral candidate in the Institute of Higher Education at the University of Georgia. Patricia Gregg is on the staff of Clayton State College and is a doctoral candidate in the Institute of Higher Education at the University of Georgia.  相似文献   

How Not to Change the Theory of Theory Change: A Reply to Tennant     

Hansson  Sven Ove; Rott  Hans 《The British journal for the philosophy of science》1995,46(3):361-380

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Handbuch Sportpolitik     

PD Dr. Sven Güldenpfennig 《Sportwissenschaft》2011,41(1):44-46

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Work Place Oriented Learning With Digital Media-- Consequences for Competency Development     

Georg Spottl  Sven Schulte  Torsten Grantz 《美中教育评论》2012,(9):769-775

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Teacher Education for Research‐based Practice in Expanded Roles: Finland's experience   总被引：3，自引：0，他引：3  

Ian Westbury  Sven‐Erik Hansén  Ole Björkvist 《Scandinavian Journal of Educational Research》2013,57(5):475-485

Preparing teachers for a research‐based professionalism has been the central mission of teacher education in Finland since the mid‐1970s. More recently, as a result of such national policy developments as school‐based curriculum development and local decision‐making, the conception of teachers' work and professionalism has expanded. Drawing on experience within the teacher education programmes at the University of Helsinki and Åbo Akademi University, this paper discusses some of the programmatic issues that these developments have raised in class‐teacher, i.e. “elementary”, teacher education programmes. We focus in particular firstly on the research thesis that is a part of every teacher education programme in Finland, and the hallmark of the research‐based professional ideal; and, secondly on the emerging issues that derive from the need to incorporate the expanded understanding of the teacher's role within the curriculum of teacher education.  相似文献   

Children's Rights,die Antipädagogen,and the Paternalism of John Stuart Mill     

Sven Erik Nordenbo 《Scandinavian Journal of Educational Research》2013,57(4):163-180

Abstract: Nordenbo, S. E. 1987. Children's Rights, die Antipädagogen, and the Paternalism of John Stuart Mill. Scandinavian Journal of Educational Research 31, 163‐180. In recent decades it has been maintained by some contemporary heirs to the tradition of progressive education that children must be regarded as a ‘subjugated’ section of the population, and that support for this view can be found in John Stuart Mill's moral and political philosophy. This article attempts a closer examination of this latter claim. It can be shown that Mill's ‘principle of liberty’ must be understood according to the strategic theory of moral rules, and that it can thus be argued that paternalism towards children is justifiable, which is what Mill maintains. From this reading of Mill it follows that proponents of ‘educational liberalism’ are not justified in claiming Mill as spokesman for their views.  相似文献