How Not to Work and Play with Others: An Updated Taxonomy of Dysfunctional Individual Behaviors in Groups     

Judith A. Kolb PhD 《Performance Improvement》2016,55(2):12-20

Much of what we do in today's organizations involves working collectively in groups or teams. Certain individual behaviors hinder this effort. In this article, the author proposes a taxonomy of dysfunctional individual group member behaviors that is informed by the much‐cited list of self‐serving behaviors proposed by Benne and Sheats in 1948. This taxonomy identifies six individual dysfunctional behaviors using the categories of personal relating, power, and performance.  相似文献   

The Bittersweet Dimensions of Racial Mattering     

Marianna Szczygielska 《Parallax》2015,21(4):462-465

  相似文献   

ADOLESCENCE AND DELINQUENCY: AN OBJECT RELATIONS THEORY APPROACH     

Jeffrey Seinfeld PhD 《Journal of Teaching in Social Work》2013,33(4):480-481

  相似文献   

The Role of Preschool Relational and Physical Aggression in the Transition to Kindergarten: Links With Social-Psychological Adjustment     

Amy L. Gower PhD  Katherine A. Lingras  Lindsay C. Mathieson  Yoshito Kawabata  Nicki R. Crick 《Early education and development》2014,25(5):619-640

Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how engagement in preschool physical and relational aggression predict psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student–teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy: These data lend support to the need for interventions among physically aggressive preschoolers that target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways among aggressive preschoolers.  相似文献   

Phonological recoding,orthographic decoding,and comprehension skills during reading acquisition     

Julia Knoepke M.A.  Prof. Dr. Tobias Richter  Dr. Maj-Britt Isberner  Prof. Dr. Johannes Naumann PhD  Yvonne Neeb 《Zeitschrift für Erziehungswissenschaft》2014,17(3):447-471

To become skillful readers, children have to acquire the ability to translate printed words letter by letter into phonemic representations (phonological recoding) and the ability to recognize the written word forms holistically (orthographical decoding). Whereas phonological recoding is the key for learning to read and useful for recognizing unknown or low-frequent words, orthographical decoding is often more efficient and takes less time, thus facilitating reading processes on the sentence and text level. Several studies with English-speaking children provided evidence for the relevance of the two routes but the question whether and to what extent both word recognition skills contribute to reading comprehension in young German readers requires further clarification. Based on data from a cross-sectional study with German primary school children we investigated whether and to what extent both types of word recognition skills are associated with sentence (N = 666) and text comprehension skills (N = 149) and how these relationships develop from Grade 2 to 4. The results indicate that both phonological recoding skills and orthographical decoding skills are important for reading comprehension skills. Their relative weight does not change across grade levels.  相似文献   

But I’m Married: Understanding Relationship Status and College Students’ Sexual Behaviors     

Sara B. Oswalt MPH  PhD  Tammy J. Wyatt PhD  CHES 《American journal of sexuality education》2014,9(1):4-20

Sexual health programs on college campuses are often directed toward single individuals with a focus on sexual risk. Using a sample of college students, this study examines how relationship status relates to sexual behaviors and may be a factor for sexual risk. Based on the study's results, expansion of sexual health programming on college campuses to include those married and in committed relationships is justified.  相似文献   

Breaking the Color Barrier: The U.S. Academy's First Black Midshipmen and the Struggle for Racial Equality by Robert J. Schneller, Jr.     

LEE S. DUEMER  PhD 《History of education quarterly》2006,46(4):672-673

  相似文献   

Learning through experience     

Norm Friesen  PhD 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):112-113

  相似文献   

Supporting the development of early years students’ professional identities through an action research programme     

Marianna Papadopoulou 《Educational Action Research》2020,28(4):686-699

ABSTRACT

This paper discusses the aims, rationale and aspects of a new Action Research (AR) module developed for level 6, Early Childhood Education and Care (ECEC) students. The aims of the module are three-fold: First, to support learners in developing the research and academic skills needed to investigate their own practices, generate knowledge and engage in critical reflection. Second, to assist students to be active agents in questioning and designing changes to improve their practice. Third, to support them in disseminating their work in the public sphere and thus take an active part in discussions about their field of practice. Drawing on the processes of ongoing reflection and collaborative enquiry, our vision is to emancipate our students; support them in repositioning themselves as powerful agents with significant insights and the power to make a difference to their practice. However, facilitating emancipatory AR can pose several challenges, on individual, institutional and political levels. The aim of this paper is to reaffirm the rationale for AR as an epistemological, methodological and political tool that can support the professional identities of our learners; also, to address some of the anticipated complexities and tensions of employing emancipatory AR in an academic environment.  相似文献   

‘Out of the Box’ leadership: action research towards school improvement     

Yiasemina Karagiorgi  Thekla Afantiti-Lamprianou  Vassiliki Alexandrou-Leonidou  Marianna Karamanou  Loizos Symeou 《Educational Action Research》2018,26(2):239-257

The contribution of Action Research (AR) to school improvement is well-documented. This study records the accounts of two primary school leaders, involved in AR projects that focused on the development of students’ oral communication skills. Drawing data from diaries with fieldnotes and systematic reflections, the study presents leaders’ experiences, as they translated feedback into modifications and redefinitions to bring about change. Despite difficulties encountered, the leaders acknowledged the value of collaborative school-based enquiry for teachers, students and themselves, mainly reflecting notions of catalytic and democratic validity. The paper highlights that AR as a tool for individual and school improvement, can enhance understandings of school performance and empower participants to focus on school outcomes in an educational context that does not implement accountability measures. AR can certainly help principals in Cyprus reconceptualise and rediscover their pedagogical role as instructional leaders to improve teaching and learning. Yet, to address outcome and process validity, the paper argues about the need for evaluative tools.  相似文献