Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of learning activities associated with a particular type of learning outcome were next selected, coded, and analyzed using a variety of quantitative methods. The different activity sequences undertaken by the teachers during a reciprocal peer coaching trajectory were found to trigger different aspects of their professional development.
LINK
Full text via link. In September 2015, a four year project on the working alliance with mandated clients started. The project was facilitated by a RAAK-PRO grant of the Dutch Organisation of Scientific Research (NWO) and carried out by researchers of the University of Applied Sciences Utrecht. The project has been set up throughout several areas of the forensic social field: probation, labor reintegration, debt counseling, social care and youth services. The idea came as a response to the ambivalent feelings professionals in mandated contexts express regarding the combination of controlling and coaching tasks they need to employ. They sometimes struggle with ‘hybrid working’ in one-to-one supervision with clients. Professionals claim they need theory-based knowledge on how to build a working alliance with mandated clients on which they can build their daily practice.
LINK
Intergenerational continuity in family behaviors partly results from socialization processes in the parental home. However, socialization is a multidimensional process. This article tests hypotheses about the relative importance of value transmission and modeling in explaining expectations of adolescence concerning the timing of leaving home, and entry into cohabitation, marriage, and parenthood. Structural equation modeling on multiactor data from over 1,000 parent–adolescent child couples in the Netherlands is used to test hypotheses. Results suggest that, in general, both value transmission and modeling are important predictors of adolescents’ expectations concerning the timing of major family events. Moreover, no differences between mothers and fathers and between boys and girls are observed in the strength of the intergenerational relationships studied.
