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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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Hielkje Zijlstra 《美中教育评论》2009,6(5):9-15
In 2006, we launched the @MIT Research Centre （Modification, Intervention Transformation） at the Faculty of Architecture at Delft University of Technology. @MIT was founded to respond to the need for an integrated, multi-disciplinary approach to the transformation of the built environment. @MIT aims to bring momentum to the renewal of education and research, and sees improved relations between the scientific and the professional community as a key step in this process. The @MIT research programme stands at the epicentre of the current debate on continuity and change in architecture and construction. The conservation and transformation of existing objects is becoming more and more of a necessity, with social, economic and cultural implications. @MIT builds the bridge successfully between the profession, the society, education and research. 相似文献
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David Fernandez Rivas Bram Verhaagen James R. T. Seddon Aaldert G. Zijlstra Lei-Meng Jiang Luc W. M. van der Sluis Michel Versluis Detlef Lohse Han J. G. E. Gardeniers 《Biomicrofluidics》2012,6(3)
We present an ultrasonic device with the ability to locally remove deposited layers from a glass slide in a controlled and rapid manner. The cleaning takes place as the result of cavitating bubbles near the deposited layers and not due to acoustic streaming. The bubbles are ejected from air-filled cavities micromachined in a silicon surface, which, when vibrated ultrasonically at a frequency of 200 kHz, generate a stream of bubbles that travel to the layer deposited on an opposing glass slide. Depending on the pressure amplitude, the bubble clouds ejected from the micropits attain different shapes as a result of complex bubble interaction forces, leading to distinct shapes of the cleaned areas. We have determined the removal rates for several inorganic and organic materials and obtained an improved efficiency in cleaning when compared to conventional cleaning equipment. We also provide values of the force the bubbles are able to exert on an atomic force microscope tip. 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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Lotte L. Lintmeijer Mathijs J. Hofmijster Guido A. Schulte Fischedick Patrick J. Zijlstra A. J. “Knoek” Van Soest 《Journal of sports sciences》2018,36(18):2138-2146
In rowing, mechanical power output is a key parameter for biophysical analyses and performance monitoring and should therefore be measured accurately. It is common practice to estimate on-water power output as the time average of the dot product of the moment of the handle force relative to the oar pin and the oar angular velocity. In a theoretical analysis we have recently shown that this measure differs from the true power output by an amount that equals the mean of the rower’s mass multiplied by the rower’s center of mass acceleration and the velocity of the boat. In this study we investigated the difference between a rower’s power output calculated using the common proxy and the true power output under different rowing conditions. Nine rowers participated in an on-water experiment consisting of 7 trials in a single scull. Stroke rate, technique and forces applied to the oar were varied. On average, rowers’ power output was underestimated with 12.3% when determined using the common proxy. Variations between rowers and rowing conditions were small (SD = 1.1%) and mostly due to differences in stroke rate. To analyze and monitor rowing performance accurately, a correction of the determination of rowers’ on-water power output is therefore required. 相似文献
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在经济危机的重创下,英国公共图书馆面临经费大幅缩减、图书馆关闭、馆员失业和服务质量大幅下降等困境。英国联合政府在拓展图书馆运营管理模式、加强与社区居民的融合、引领社会数字革新和引导馆员的角色转变四个主要方面做出努力和变革。英国的经验可为我国公共图书馆事业的健康发展提供借鉴。 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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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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