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71.
Individuals in temporary task‐oriented dyads or groups must manage conflict competently if they hope to be successful in reaching their goals. Thus far, however, research on the associations between conflict styles and communication competence has focused on acquainted dyads, such as relational partners and coworkers, rather than unacquainted dyads assigned to work on tasks. The present study tests the applicability of the competence model of interpersonal conflict to temporary task‐oriented dyads. Dyads (N = 100) who had little or no relational history completed a simulated decision‐making task that involved choosing two out of four employees to lay off in response to a company's need to downsize. Results indicate people generally perceived the solution‐oriented strategy as appropriate and effective. Although people perceived their partners' use of the controlling strategy to be inappropriate, people rated themselves as more effective when they used the controlling strategy. People evaluated nonconfrontational strategies as particularly incompetent. 相似文献
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Mike Jess 《Education 3-13》2013,41(3):225-237
With career-long professional learning increasingly seen as a significant element of teacher education, this paper proposes that there is a need to acknowledge the complex nature of the professional learning process. The paper explores lessons learnt from over a decade of professional learning efforts by the Developmental Physical Education Group at The University of Edinburgh. With the group's traditional initial continuing professional development efforts having limited impact on teachers' practice, the paper considers how more recent efforts have refocused on a longer term, participative and situated approach that appears to be having significantly more influence on teachers as professional learners. 相似文献
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The aim of this study was to compare visual and verbal memory in children with nonverbal learning disability (NLD) using the Children's Memory Scale and to identify the profile of strengths and weaknesses in visual memory abilities. Performance was significantly lower on measures of visual than verbal memory, indicating that children with NLD have deficits in visual memory despite adequate verbal memory. A unique pattern of performance emerged for the visual but not the verbal subtests. Performance on the Faces Immediate subtest was well below average, although other measures of visual memory were within the average range. Hence, it appears that children with NLD have a specific deficit on immediate memory for faces. This facial memory deficit may be linked to a deficit in right hemisphere functioning, which has already been implicated in facial processing and may also be linked with other disorders (e.g., autism spectrum disorder) in which similar facial processing deficits have been documented. More research is needed to further understand the visual memory profile of children with NLD and to inform instruction and remediation. 相似文献
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This paper investigates the role of preschool quality for children's school performance at the end of primary school. We construct five structural quality indicators based on unique Danish administrative register data. 30,444 children finishing primary school's 9th grade in 2008 and who attended a formal preschool institution in 1998 are used in the analyses. OLS analyses show that three out of five quality indicators, a higher staff-per-child ratio, a higher share of male staff, and a higher share of staff with formal preschool teacher training are associated with significant improvements in children's test results in Danish. Boys benefit more from preschool quality than girls. Ethnic minority children benefit from higher staff stability. 相似文献
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The influence of the university department upon spin-off venture evolution is complex and dynamic. We examine how the university department context influences the spin-off process from the perspectives of both the spin-off venture and the department. By comparing the development of entrepreneurial competencies within spin-offs based in different departments at the same universities we observed significant differences in early venture performance. Small differences in initial departmental support from management and senior academics for gaining commercial experience and spending time exploring the commercial opportunity were seen to have a major impact upon the subsequent spin-off development path. Supported ventures gained momentum as the department helped develop entrepreneurial competencies and influenced how these competencies were developed from external actors outside the department. By contrast, a lack of departmental support for entrepreneurship severely constrained the evolution of spin-offs regardless of university level policies and practices. This emphasizes the need for a shift in focus from the well-studied university level to the relatively neglected department level to help explain institutional differences in university spin-off activity. 相似文献