Thesis (M.Ed.(Educational Psychology))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Psy.D.)--Alliant International University, California School of Professional Psychology, San Francisco, 2008. / Includes bibliographic references (33-38) and abstract.

This research investigated the effects of mothers' and stepfathers' parental behaviors on late adolescent adjustment and the moderating effects of stepfathers' parental status on the relationship between stepfathers' parental behaviors and late adolescent adjustment. In Study 1 a measure for parental status (PSI: The Parental Status Inventory) was developed. Parental status, as a social cognition, addresses the degree to which the stepparent is perceived as a parent by the stepchild, the stepparent, and/or the residential parent. Findings resulted in a 14-item scale with good reliability (Cronbach's alpha .97). The PSI was moderately associated with attachment and closeness to the stepparent but was not associated with peer attachments. The PSI had a low to moderate association with the age of the respondent at the time the stepfamily originated. In Study 2, the effects of late adolescent perceptions of parental behaviors by mothers and stepfathers on late adolescent adjustment and the moderating effects of stepfathers' parental status on the relationship between his parenting behaviors and late adolescent adjustment were explored. Results of a series of hierarchical multiple regression analyses with interaction terms indicated that, of mothers' and stepfathers' parenting behaviors, only mothers' connection explained a significant amount of variance (10%) in female adaptive behaviors. The models explaining problem behavior in late adolescents did not show significant results for either females or males. Additional findings were that parental status did not moderate the effects of stepfathers' connection, regulation or psychological control on late adolescent adaptive or problem behaviors for either females or males. In summary, parental status did not moderate the variables in question. However, the evidence from this research suggests that the construct of parental status is valid and that the PSI is a valid and reliable measure. Together the construct of parental status and the PSI have the potential to contribute to the development of knowledge in stepfamilies in theoretical, research and clinical settings. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Subnitted in fulfilment of the Requirements of the Degree of MASTER of EDUCATION In the Department of Philosophy of Education at the University of Zululand, 1984. / The problem of this investigation lies on the urban Black child and how his environment may affect his relationship with the teacher. Being a Black child in an urban environment presupposes that he or she is a person of'; two worlds- the traditional and the modern technocentric world. The modern school education aims at making him a fully - functionihg adult who will be part of this new age. How does he then relate to the teacher and the school system? The urban environment is too much of a hustle and bustle where divergent values and modes' of conduct and behaviour abound. For an urban child the confines of the backyard are too narrow for him and the lures of the streets are overpowering, and he or she is moved by the irresistible spirit of physical and psychic activity and is likely to absorb and reproduce whatever meets his or her vision. Whenever there is quarrelling and fighting there urban children throng. Wherever there is an arrest or revolting scene, there children flock, eager to know all about it. Will these .depraved tastes, and appetites not af'fect pupil-teacher relationship in an organised school setting? The urban environment is much too complex with different forms of stratification and greater mobility, less parental authority and dimished close interpersonal relationships. How does this affect him when he is under the tutelage of his teacher,? To investigate this problem, the phenomenological method of investigation is undertaken within the ambit of philosophy of education, the aim being reflecting, analysing and evaluating the encountered situation; using results of experience and research in relation to the issue in question in order to see educa.tion comprehensively and constructing a guide to action in respect of the problems uncovered by the investigation.

No description available.

MNCs have been conceptualized as differentiated networks that, in turn, are embedded in external networks. Previous research has predominantly focused on the embeddedness of established subsidiaries into their local environment, omitting to shed light on the phenomenon of headquarters linkages to the local context which creates embeddedness overlap. We develop a model of why MNCs develop overlapping linkages to local subsidiary networks even if the subsidiaries have grown out of the initial start-up phase. Using detailed information on 168 European subsidiaries, we find that MNCs build and maintain more overlapping network ties when subsidiaries are high performers, hold important resources, operate in turbulent environments, and are closely connected to multinational actors as opposed to purely domestic firms. (authors' abstract)

published_or_final_version / abstract / Clinical Psychology / Master / Master of Social Sciences

本文主要探討了中文二語教師在跨文化教學中對教師權威的理解和態度。東西方文化的差異在教師權威方面的表現，是彼此對師生間權力距離的認同並不一樣，東方文化中，權力距離較大，教師更為權威；而西方文化則權力距離較小，學生擁有更多的自由。本研究採訪了香港某國際學校的9名中外二語教師，得出結論：中文二語教師還是重視尊師重道的傳統，但對於教師權威已有了與時俱進的理解，面對外國學生,師生互相協商、尊重，從而達到課堂的學習目標才是教師權威的真正意義。受訪者採取1）樹立嚴師形象、運用獎懲機制；2）從學生角度考慮，尊重、幫助學生；3）自我提升，贏得學生尊重的方式，來應對學生挑戰教師權威的行為。影響受訪者形成如上教師權威的理解和態度，并選擇用以上的方式應對學生挑戰教師權威行為的策略，因素为：成長環境和教學經驗；獎懲制度和職位的肯定；個人性格、師生關係；以及網絡時代的挑戰；教師需要通過不斷進修、學習來提升自我。 本文通過分析跨文化教學中，中文教師的教師權威的理解和態度，應對策略和影響因素，引出思考和啓發：1）教師權威需要被重視和理論化；2）教師權威應在跨文化教學中因應學生的需要而轉變；3）區別對待中外學生的原因在于用不同的方法，達到公平、一視同仁的結果，希望學生的需要得到重視和照顧；4）學校教育與社會的關係意味著教師權威被理論化的重要性；5）當代教育學者應著手將教師權威理論化，從而也能使中文二語教師在跨文化教學中有據可循，重建教師權威。 / published_or_final_version / Education / Master / Master of Education

No description available.

No description available.