Examining gender similarity and mentor’s supervisory status in mentoring relationships     

John J. Sosik  Veronica M. Godshalk 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):39-52

This study examined the influence of mentor’s status (supervisor vs. non‐supervisor) and gender similarity (homogeneous vs. diversified) of mentor–protégé dyads on protégé’s perception of mentoring functions and outcomes. We collected and analyzed data from 217 mentor–protégé dyads comprised of working professionals from a variety of industries. Results of MANCOVA indicated that supervisory mentors provided more career development functions than non‐supervisory mentors. Mentor–protégé gender similarity and mentor’s supervisory status interacted to influence psychosocial support, career development, and career satisfaction. Key findings are discussed in terms of implications for future research and career counseling in industry and education.  相似文献   

Teach For/Teach First candidates: what conclusions do they draw from their time in teaching?     

Suzanne Rice  Veronica Volkoff  Nicky Dulfer 《Teachers and Teaching》2013,19(5):497-513

Teach For and Teach First programs now constitute a significant pathway into teaching in a number of countries. One criterion for selection into these programs is leadership capacity, and evidence indicates that many candidates do move into leadership roles in education, business, and policy in the years following their time as a Teach For/Teach First candidate. Given their capacity to influence policy directions and school practice, and to speak with the authority of at least some experience in challenging schools, it is important to understand the types of conclusions they draw from their time in teaching, and the solutions they propose to the problems of educational inequality. This study set out to explore the types of attributions made by 76 Teach For candidates for the low achievement of disadvantaged students, and what they consider to be potential means of effectively addressing the achievement gap. Participants gave most importance to the types of people attracted to and retained in teaching, and placed relatively little importance on improving school resourcing or addressing systemic and structural contributions to educational disadvantage. Implications for those training and working with Teach For candidates are discussed.  相似文献   

In (Big) Data we trust: Value creation in knowledge organizations - Introduction to the special issue     

Andrea De Mauro  Marco Greco  Michele Grimaldi  Paavo Ritala 《Information processing & management》2018,54(5):755-757

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Happily Ever After? A Content Analysis of Romantic Ideals in Disney Princess Films     

Veronica Hefner  Rachel-Jean Firchau  Katie Norton  Gabriella Shevel 《Communication Studies》2017,68(5):511-532

This study presents a quantitative content analysis of the romantic expressions portrayed in the 12 Disney princess movies. The films were analyzed for presence of romantic expressions (ideals and challenges) and the character reactions to those expressions. Results indicated that romantic expressions are prevalent in these films, with idealization of other as the most common ideal expressed. The transitional era of films (i.e., princess movies released between 1989 and 1998) contained roughly the same number of ideals as the other eras of classic (i.e., movies released before 1989) and modern (i.e., movies released after 1998) combined. Further, ideals were three times more common than challenges in classic films, whereas ideals and challenges were expressed equally in transitional and modern films. In general, across all three eras, challenges were most commonly met with punishing and negative reactions, whereas ideals were most often rewarded. Finally, there were no sex differences in terms of ideal expressions, but male characters were the dominant pursuers in 9 of the 11 films that featured a romantic relationship.  相似文献   

Taking critical thinking,creativity and grit online     

Nussbaum  Miguel  Barahona  Camila  Rodriguez  Fernanda  Guentulle  Victoria  Lopez  Felipe  Vazquez-Uscanga  Enrique  Cabezas  Veronica 《Educational technology research and development : ETR & D》2021,69(1):201-206

Technology has the potential to facilitate the development of higher-order thinking skills in learning. There has been a rush towards online learning by education systems during COVID-19; this can therefore be seen as an opportunity to develop students’ higher-order thinking skills. In this short report we show how critical thinking and creativity can be developed in an online context, as well as highlighting the importance of grit. We also suggest the importance of heuristic evaluation in the design of online systems to support twenty-first century learning.

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Learning in the mother tongue: Examining the learning outcomes of the South African Kha Ri Gude literacy campaign     

Hanemann  Ulrike  McKay  Veronica 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):351-387

International Review of Education - The aim of this article is to examine literacy and numeracy scores of learners who participated in the South African Kha Ri Gude Literacy Campaign. Analysing the...  相似文献   

A Note on the Use of Mixture Models for Individual Prediction     

Veronica T. Cole  Daniel J. Bauer 《Structural equation modeling》2016,23(4):615-631

Mixture models capture heterogeneity in data by decomposing the population into latent subgroups, each of which is governed by its own subgroup-specific set of parameters. Despite the flexibility and widespread use of these models, most applications have focused solely on making inferences for whole or subpopulations, rather than individual cases. This article presents a general framework for computing marginal and conditional predicted values for individuals using mixture model results. These predicted values can be used to characterize covariate effects, examine the fit of the model for specific individuals, or forecast future observations from previous ones. Two empirical examples are provided to demonstrate the usefulness of individual predicted values in applications of mixture models. The first example examines the relative timing of initiation of substance use using a multiple event process survival mixture model, whereas the second example evaluates changes in depressive symptoms over adolescence using a growth mixture model.  相似文献   

A cure at any cost?     

Greco D 《New scientist (1971)》2000,167(2245):42-43

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Adult learning and education as a tool to contain pandemics: The COVID-19 experience     

Lopes  Henrique  McKay  Veronica 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2020,66(4):575-602

International Review of Education - In combating pandemics, more can be gained by changing citizens’ behaviours than by relying solely on the medical route. In the current COVID-19 pandemic,...  相似文献   

Learning about literacy: Children’s versions of the Literacy Hour     

Veronica Hanke 《Journal of Research in Reading》2000,23(3):287-298

This article reports on an enquiry into the responses of a class of Year 1 children, aged 5‐6 years, to the first eight months of the National Literacy Strategy (NLS). Children were given incomplete drawings to represent the four parts of the Literacy Hour. In completing the drawings the children made their own interpretations of the Literacy Hour. They could choose to write thought or speech bubbles, draw faces and expressions, make written or dictated comments about the teacher and the children portrayed. The methodology enabled these young children to articulate detailed responses to their experience of a particular style of teaching. Each child documented a range of attitudes to and feelings about whole class teaching, group work and the plenary session. These insights, which were often challenging, put the emotional dimension of learning at the centre of their experiences of the NLS.  相似文献