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Using qualitative methods, this study explored ethnic minority and majority members’ perceptions of the interethnic relations in their work unit. A total of 219 ethnic minority and majority employees and managers were interviewed, divided over 15 Dutch organizations. It was found that interethnic relations were less harmonious when ethnic differences were perceived to affect people's sense of achievement (e.g., work goals), their sense of belonging (e.g., unity of the group), and their sense of equality (e.g., procedural justice). Such problems were reported more often when ethnic differences were associated with other types of diversity, such as information diversity and value diversity. Less harmonious interethnic relations were reported by ethnic majority group members and in low-skill settings where actual ethnic differences were large. The findings suggest that ethnic differences per se do not necessarily affect interethnic relations in a work setting, but do so only when they are meaningful to individuals or within a particular context. 相似文献
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Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches' autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches' competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches' psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches' psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes. 相似文献
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Juliette Langlois Guylaine Mary Hélène Bluzat Agnès Cascio Nathalie Balcar Yannick Vandenberghe 《文物保护研究》2017,62(5):247-265
Prior to the exhibition Portrait-making, Rodin and his models (2009), the Rodin museum wanted to restore two busts of Hanako and Clemenceau. Interestingly, these two sculptures contain pieces of modern modeling materials (MMMs) invented at the end of the nineteenth century as an alternative to clay or waxes. The poor state of conservation of the two portraits made any handling and exhibition impossible. Accordingly, the purpose of this article is twofold: to contribute to technical art history and conservation. Elemental and chemical analyses were done on samples from 12 sculptures (SEM–EDX, FTIR, GC–MS, GC–FID, XRD, synchrotron-based µXRF, µXANES, and µFTIR) aimed at identifying the composition of MMMs used by Rodin on plaster sculptures and establishing hypotheses about the origins of their degradation. This thorough study of their composition and degradation was necessary to implement an appropriate restoration plan. The development of conservation protocols adapted to such materials is rarely documented. Different tests were performed on mock-ups (pH, solubility, adhesion, consolidation, and cleaning). In particular, a protocol based on laser cleaning was developed and successfully applied to remove superficial dust and crusts so that the sculptures regained their original aspect. 相似文献
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Juliette A. B. Hopman Pol A. C. van Lier Jan van der Ende Chris Struiksma Theo Wubbels Frank C. Verhulst 《Teachers and Teaching》2018,24(4):350-368
This study tested effects of a program that offers teachers universal classroom management strategies, on teachers’ burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed. 相似文献
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Many regional and local Departments of Education in many countries now require their primary school teachers to be mandatory reporters of child sexual abuse. However, many student–teachers are not provided with courses on child protection and its policy requirements during their pre-service university education. So, how do student–teachers source, and develop, their professional information about this important role? This study examines an Australian university cohort of final 4th year bachelor of education primary school student–teachers, asking them to identify and clarify the nature of any relevant professional information they accessed over the 4 years of their teacher education. The results show that, in the absence of formal child protection courses, such professional information was scarce and sporadic. Student–teachers consistently indicated a pattern of not learning about essential Department of Education policies and procedures whilst at university. These results, although disappointing, provide a rationale for university curriculum planners to design appropriate pre-service university training courses that initiate, develop, and enhance student–teachers’ professional competencies as mandated reporters of child sexual abuse. 相似文献
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Sandra I. van Aalderen-Smeets Juliette H. Walma van der Molen Erna G. W. C. M. van Hest Cindy Poortman 《International Journal of Science Education》2013,35(2):238-256
ABSTRACTThis study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers’ attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers’ attitudes. Teachers felt less anxious about teaching science and felt less dependent on contextual factors compared to the control group. With regard to attitude towards conducting inquiry, teachers felt less anxious and more able to conduct an inquiry project. There were no effects on other attitude components, such as self-efficacy beliefs or relevance beliefs, or on self-reported science teaching behaviour. These results indicate that practitioner research may have a partially positive effect on teachers’ attitudes, but that it may not be sufficient to fully change primary teachers’ attitudes and their actual science teaching behaviour. In comparison, a previous study showed that attitude-focused professional development in science education has a more profound impact on primary teachers’ attitudes and science teaching behaviour. In our view, future interventions aiming to stimulate science teaching should combine both approaches, an explicit focus on attitude change together with familiarisation with inquiry, in order to improve primary teachers’ attitudes and classroom practices. 相似文献
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Juliette D.G. Goldman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):81-99
Background: Teachers of sexuality education can often be uncertain about what theoretical basis and pedagogical strategies to use in their teaching. Sexuality educational programmes designed by teachers can often show few evident theoretical principles that have been applied in its construction. Thus, there seems to be a dearth of evidence of ways in which teachers can use appropriate theoretical foundations in their planning and teaching in sexuality education. Purpose: This paper aims to suggest a way of providing such an appropriate theoretical framework for sexuality education teachers of young people aged 7–15 years of age. Analysis: Age-appropriate primary and middle school pedagogies based on two integrated educational theories, namely Anderson and Krathwohl's theoretical framework of learning and teaching, with Verbal Linguistic Intelligence from Gardner's Multiple Intelligences, were analysed and evaluated. Key considerations were the earlier maturing of girls and boys, findings from relevant literature about children and young people's cognitive capacities, as well as the relevance of curriculum content for upper primary and middle school students, and the concomitant need for better and earlier sexuality education. Conclusion: This approach, integrating Anderson and Krathwohl's theoretical framework of learning and teaching, with Gardner's Multiple Verbal Linguistic Intelligence, may be useful to assist health and sexuality education teachers in identifying and anchoring pedagogies in a more theoretically structured manner, thereby enhancing the quality of their sexuality education planning and teaching. 相似文献
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Primary school student-teachers’ knowledge and understandings of child sexual abuse and its mandatory reporting 总被引：1，自引：0，他引：1
Teachers in many schools have only recently gained a new role to fulfil as mandatory reporters of child sexual abuse. However, little is known, and little literature has been found, on the preparation they receive, as student-teachers, for this significant role. This study examines a final-semester cohort of 81 Bachelor of Education (Primary School) student-teachers in Queensland, Australia, by questionnaire, on their knowledge and understandings of child sexual abuse and its mandatory reporting. Using quantitative and qualitative data, the results show that while these student-teachers have a substantial awareness of the role's importance, without gender or age differences, they are suffering a crucial lack of confidence in their ability to identify child sexual abuse, and also in their ability to respond appropriately to suspicions of it. This evidence may be useful to inform the development of more appropriate and effective pre-service education programmes, and departmental policy to ensure that teachers entering the profession are better prepared to deal with it. Thus, this study accords with a variety of imperatives in national and international government-sponsored research, policy and practices which are focussing on this timely, ubiquitous and costly issue, in addressing enhanced pre-service teacher preparation to respond more effectively to child sexual abuse and its mandatory reporting. 相似文献
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