排序方式： 共有5条查询结果，搜索用时 15 毫秒
1
1.
Educational networks constitute a new way of governance, which aims at collaborating on current challenges in the educational system. Such networks are based on the social relationships of their members, whereby trust is of particular relevance. In this article, we focus on this interpersonal trust within an educational network and take a first step towards an empirically grounded theory on dimensions of trust in a multi-organizational coalition. To that end, we analyze semi-structured interviews with a total of 21 actors of an exemplary educational network. The interviews were mainly focused on the interviewees’ network relationships. These relationships were analyzed by means of Grounded Theory using the data analysis software MAXQDA. Our analyses resulted in a theory of five dimensions of trust: (1) individual attitude, (2) time, (3) organizational and issue-specific proximity, (4) power, and (5) multiplexity. These dimensions represent an approximation of a better understanding of trustful relations in educational networks and have to be verified in further – particularly representative – studies for their validity. 相似文献
2.
Irving Kenneth Zola 《Educational gerontology》2013,39(5):365-387
The aged and the disabled have traditionally been split into two opposing camps by providers of services and themselves. With focus on five cross‐cutting phenomena—their prevalence the ever‐changing nature of their conditions their reactions to both the technicalization and medicalization of their care and the full implications of the home care revolution—for the importance of their finding a common ground is argued. The last section delineates the process by which such a unifying agenda might come to be. 相似文献
3.
Teacher expectancies can have an impact on students' academic achievement. These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. Results indicated teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle-SES than low-SES students. Also, students who participated in extracurricular activities were expected to achieve more academically than either students who were employed after school or who did nothing after school. The latter two groups did not elicit different teacher expectancies. Interactions revealed that (a) lowest expectations were held for low-SES males who did nothing after school and (b) the difference in graduation expectancies between the SES groups was only half as great for students who took part in extracurricular activities than it was for students who had no involvements after school or who had jobs. Copyright 2000 Academic Press. 相似文献
4.
J. G. Wallace H. L. A. Pearce John C. Daniels Eugene J. Zola Kenneth Charlton A. J. Peters Herbert Thelen Edith Cope Fernand Hotyat J. R. de S. Honey Harold Loukes 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(4):488-510
5.
1