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Veenstra R Lindenberg S Zijlstra BJ De Winter AF Verhulst FC Ormel J 《Child development》2007,78(6):1843-1854
For this study, information on Who Bullies Who was collected from 54 school classes with 918 children (M age = 11) and 13,606 dyadic relations. Bullying and victimization were viewed separately from the point of view of the bully and the victim. The two perspectives were highly complementary. The probability of a bully-victim relationship was higher if the bully was more dominant than the victim, and if the victim was more vulnerable than the bully and more rejected by the class. In a bully-victim dyad, boys were more often the bullies. There was no finding of sex effect for victimization. Liking reduced and disliking increased the probability of a bully-victim relationship. 相似文献
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Lisette Uiterwijk-Luijk Meta Krüger Bonne Zijlstra Monique Volman 《Educational studies》2017,43(2):147-164
Inquiry-based working by teachers includes working with an inquiry habit of mind, being data literate, contributing to a culture of inquiry at the school level, and creating a culture of inquiry at the classroom level. Inquiry-based working has been found to contribute to educational improvements and the professionalisation of teachers. This study investigates the relationship between psychological factors – attitude, experienced social pressure, self-efficacy and collective efficacy – and inquiry-based working by teachers. Questionnaire data were collected from a representative sample of 249 Dutch teachers. The results show a significant relationship between self-efficacy and all aspects of inquiry-based working. In addition, collective efficacy, attitude and experienced social pressure are all related to aspects of inquiry-based working. School leaders and teacher educators who aim to stimulate inquiry-based working should not only focus on increasing teachers’ inquiry skills, but also on psychological factors related to inquiry-based working. 相似文献
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This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N?=?133) and qualitative (N?=?42) approaches were used. The results showed a significant effect of the programme on teacher knowledge and self-efficacy. Furthermore, teachers greatly appreciated the programme and they perceived a positive impact on their competences, self-efficacy and professional orientation. The opportunity to share experiences within a network of teachers was considered the most valuable element of the programme. 相似文献
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In response to Shady’s reflection on his experience as a teacher-researcher in which he explored different cogen structures, we consider fluid participant configurations using cogens as a research method to provide insights into classroom life. Our cogens illuminated the role of symbolic, cultural and social capital in student–teacher alignments that changed across different classroom situations. In Shady’s study, as well as our own, respectful student–teacher relationships that involved the teacher and students first establishing common social capital, enabled the teacher to “be in with” the students, and vice versa. We raise questions about how the structure of cogens might affect the nature of the dialogue that is cogenerated. 相似文献
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Lisa Gaikhorst Jos J.J. Beishuizen Bonne J.H. Zijlstra Monique L.L. Volman 《Cambridge Journal of Education》2017,47(1):135-154
This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether the positive effects of the programme were observed one year after the programme ended. Interviews with teachers and principals (n = 19) were used to explore which characteristics and activities in schools contributed to those positive effects. A significant long-term effect of the programme was found on teachers’ competences and professional orientation. An open culture in the schools was experienced as an important factor for the sustainability of the programme’s effects. 相似文献
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Jacob Bejder Thomas Christian Bonne Michael Nyberg Kim Anker Sjøberg 《Journal of sports sciences》2019,37(10):1154-1161
Detailed physiological phenotyping was hypothesized to have predictive value for Olympic distance cross-country mountain bike (XCO-MTB) performance. Additionally, mean (MPO) and peak power output (PPO) in 4 × 30 s all-out sprinting separated by 1 min was hypothesized as a simple measure with predictive value for XCO-MTB performance. Parameters indicative of body composition, cardiovascular function, power and strength were determined and related to XCO-MTB national championship performance (n = 11). Multiple linear regression demonstrated 98% of the variance (P < 0.001) in XCO-MTB performance (tXCO-MTB; [min]) is explained by maximal oxygen uptake relative to body mass (VO2peak,rel; [ml/kg/min]), 30 s all-out fatigue resistance (FI; [%]) and with a minor contribution from quadriceps femoris maximal torque (Tmax; [Nm]): tXCO-MTB = ?0.217× VO2peak,rel.–0.201× FI+ 0.012× Tmax+ 85.4. Parameters with no additional predictive value included hemoglobin mass, leg peak blood flow, femoral artery diameter, knee-extensor peak workload, jump height, quadriceps femoris maximal voluntary contraction force and rate of force development. Additionally, multiple linear regression demonstrated parameters obtained from 4x30s repeated sprinting explained 88% of XCO-MTB variance (P < 0.001) with tXCO-MTB = ?5.7× MPO+ 5.0× PPO+ 55.9. In conclusion, XCO-MTB performance is predictable from VO2peak,rel and 30 s all-out fatigue resistance. Additionally, power variables from a repeated sprint test provides a cost-effective way of monitoring athletes XCO-MTB performance. 相似文献
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Fleur Ruth Prinsen Jan Terwel Bonne J.H. Zijlstra Monique M.L. Volman 《Educational Research and Evaluation》2013,19(1):39-57
This study examined the effects of guided elaboration on students' learning outcomes in a computer-supported collaborative learning (CSCL) environment. The programme provided students with feedback on their elaborations, and students reflected on this feedback. It was expected that students in the experimental (elaboration) programme would show better learning gains and that students from immigrant families would especially benefit. Two hundred primary school students of 9 different schools participated. The research can be characterized as a quasi-experimental study with a pre-test, post-test, control group design. In a multilevel regression analysis, no main effect of the intervention was found. However, there was a significant differential effect of the intervention; students from immigrant families in the experimental programme outperformed their counterparts in the control group. It can be concluded that guided elaboration in a CSCL programme through feedback and reflection is a promising approach. 相似文献
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The inclusion of games in mathematics programmes is widely believed to foster the enjoyment of mathematics. The focus of this paper is on fluctuations in emotional climate during the playing of whole-class mathematics games. A multimethod approach drawing on the sociology of emotions was employed to explore changes in the classroom emotional climate that were associated with game playing. The event-oriented inquiry was conducted with two teachers and a class of 10- to 13-year-olds in a New Zealand classroom during mathematics sessions. Over a series of eight mathematics lessons, there were three noticeable fluctuations in emotional climate, all of which occurred during whole-class games. Our analysis of these three events identified a successful interaction with dramatic emotional energy associated with a positive emotional climate, a successful interaction with undramatic emotional energy associated with positive emotional climate, and an unsuccessful interaction associated with negative emotional climate with interactional repair. The third event also illustrated how the incomplete nature of a game’s rules can provide an opportunity for a negative emotional climate to be associated with game playing. The taken-for-granted wisdom that whole-class mathematics games can enhance emotional aspects of a classroom learning environment is supported by some of our evidence.
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