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This study examined the biological processes associated with foster mother-infant bonding. In an examination of foster mother-infant dyads ("N" = 41, mean infant age = 8.5 months), foster mothers' oxytocin production was associated with their expressions of behavioral delight toward their foster infant and their average P3 response to images of all infant faces in the first 2 months of the relationship. Three months later, foster mothers' oxytocin production was still associated with delight toward their foster infant and was also specifically associated with their P3 response to an image of their foster infant. Similar to biologically related mothers and infants, oxytocin appears to be associated with foster mothers' brain activity and caregiving behavior, with patterns suggestive of bond formation. (Contains 2 tables and 1 figure.)

Introduction: Better understanding of critically reflective work behavior (CRWB), an approach for work-related informal learning, is important in order to gain more profound insight in the continuing development of health care professionals. Methods: A survey, developed to measure CRWB and its predictors, was distributed to veterinary professionals. The authors specified a model relating CRWB to a Perceived Need for Lifelong Learning, Perceived Workload, and Opportunities for Feedback. Furthermore, research utilization was added to the concept of CRWB. The model was tested against the data, using structural equation modeling (SEM). Results: The model was well represented by the data. Four factors that reflect aspects of CRWB were distinguished: (1) individual CRWB; (2) being critical in interactions with others; (3) cross-checking of information; and (4) openness to new findings. The latter 2 originated from the factor research utilization in CRWB. The Perceived Need for Lifelong Learning predicts CRWB. Neither Perceived Workload nor Opportunities for Feedback of other practitioners was related to CRWB. Discussion: The results suggest that research utilization, such as cross-checking information and openness to new findings, is essential for CRWB. Furthermore, perceptions of the need for lifelong learning are more relevant for CRWB of health care professionals than qualities of the workplace. (Contains 4 figures and 2 tables.)

Purpose: The aim of this study is to explore whether and to what degree community development of teacher teams takes place and how community development comes about, that is, what community-building efforts teacher teams undertake. Design/methodology/approach: Using a multi method approach, quantitative and qualitative data were gathered from seven interdisciplinary teacher teams in a secondary school during one school year. Teachers' perceptions of community development were complemented with video-observations of team meetings by relative outsiders. Findings: Data showed that the teacher teams undertook a wide variety and amount of community-building efforts. However, community development of the teacher teams as perceived by the teachers was limited. Relative outsiders observed some community development. Practical implications: From the findings the authors conclude that school managers could play a more proactive role in supporting teacher teams' community-building efforts. Strategies embedding community-building into the culture and policy of the school, including diagnosing, custom-made support and making efforts explicit, could be effective. Originality/value: The current study takes a long-term approach, investigating the community development of teacher teams during the course of one school year. In addition, community development is measured using two perspectives, i.e. that of the community members and that of the relative outsider. (Contains 5 tables and 1 figure.)

We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, learning outcomes in terms of transferable knowledge and learning-, thinking-, collaboration- and regulation-skills. Our focus is on the role of objects from professional practice serving as boundary objects and the authentic mechanisms they are to activate. We identify three sets of features of boundary objects: (1) facilitation of the interaction between actors enacting various roles; (2) handling in diverse physical and digital spaces; and (3) usage across certain timeframes. Data from an in-depth case study show that these features help to activate authentic mechanisms, namely, using expert performances, enacting multiple roles and perspectives, collaboratively constructing knowledge, reflecting and articulating. The identification of boundary objects and the way they trigger authentic mechanisms for learning, provide concrete guidance for the design of project-based, technology-enhanced learning environments in higher education. (Contains 3 tables, 9 figures and 2 notes.)

Purpose: The first aim of this study is to explore to what extent communities of practice occur in the school workplace. The second aim is to explore the relation between communities of practice and diversity in composition of teacher teams. Design/methodology/approach: Quantitative as well as qualitative data were gathered from seven teacher teams in a school for secondary education. Questionnaires and observation instruments were used to measure and analyze teacher teams' collaborative activities and diversity in composition. Findings: Data suggest that communities of practice actually occur in the school workplace, but to a moderate extent. Also, communities of practice are related to four of the five diversity attributes that were investigated. Research limitations/implications: The current study is a snapshot measurement of communities of practice. Future research is recommended to focus on the development of communities of practice in the school workplace by including longitudinal measurements. Practical implications: Implications for teachers and administrators include follow-up activities aimed at stimulating and sustaining communities of practice as well as taking diversity considerations in team composition into account. Originality/value: Studies suggest that a community is a promising context for embedding collaboration into the culture of the school. However, empirical research that focuses on communities in the school workplace seems largely absent. This study provides insight in the occurrence of communities of practice from two perspectives: the perception of community members and the observation from outsiders. (Contains 2 tables and 1 figure.)

Young people's increasing use of interactive media has led to assertions about possible consequences for education. Rather than following assertions, we argue for theory-driven empirical research as a basis for education renewal. First, we review the existing empirical research, concluding that there is almost no theory-driven research available. Subsequently we discuss sensitizing concepts as a perspective for research on the relation between interactive media and youth culture. These concepts, derived from the literature, include insecurity, reflexivity, affinity spaces and shape-shifting portfolio people. With this perspective we examine social and cultural functions of interactive media within contemporary Western youth culture. This examination leads to questions for education and a subsequent plan for future research, with a focus on diversity among students and the development of local cultures. This entails studying both the motives as well as the actual use of interactive media, which should be the concern of educational practices. (Contains 1 table.)

To understand the sequealae of action monitoring failures, most previous studies have focused on neural (e.g., the ERN and Pe) and behavioral (e.g., post-error slowing) measures associated with correct trials that precede and follow errors. However, trials that precede and follow errors are not always correct, and no study to date has examined RT and ERP indices in double-error sequences that could shed additional light on multiple response monitoring failures. In the present study, we examined ERP and behavioral data surrounding double-errors to explore the possibility that double-errors could either result from the failed detection of the first error, or from a reduction in compensatory post-error behavioral adjustments. Results indicate a normal ERN and Pe surrounding double-errors; however, errors that followed errors were characterized by reduced post-error reaction time slowing. These data are discussed in terms of existing response monitoring data, and in terms of the utility of double-errors to shed light on distinct types of response monitoring failures. (Contains 1 table and 2 figures.)

Some organizations seek to promote informal work-related learning to stimulate organizational performance. This study focuses on six types of work-related learning in relation to personal, relational, and work characteristics of the workplace practice. A survey was conducted to identify types and levels of work-related learning for executive Dutch police officers in terms of intentionality, developmental relatedness, and interaction partner's professional practice and hierarchical position. Analysis of the data found that police officers frequently learn from their peers and together. They learn from new and less-experienced colleagues infrequently. Of the nine characteristics of workplace practices researched in this study, some seemed to individually facilitate work-related learning; in particular, the individual's value of work-related learning, possibilities for collegial feedback, and a relatively high level of work pressure seemed to stimulate informal work-related learning. Implications of the findings for HRD research and practice are discussed. (Contains 4 tables.)

Reviews three types of collective learning networks, teams, and communities. Advocates learning communities as a powerful way to stimulate shared learning. Warns that, although technology enables networked learning, group dynamics are crucial and must be considered. Describes progressive inquiry and team roles as ways to support collective learning. (Contains 47 references.) (SK)