第二，我们发现一个有趣的区别，一方面征求意见和个人指导和支出休息的其他。显然，与工作相关的建议转移的网络与涉及个人事务和支出的交换的网络不一样。因此，这个维度可能反映了一个规模的相互依赖（三）的依赖所讨论的小（1990）。对维度的一端，代表相互独立，我们发现消费优惠和讨论个人问题，几乎有损于教师自主，不干涉的传统网络，与平等的地位。在另一端，有问工作相关的建议和协作网络，这是更多的相互依存。这些网络意味着社会关系，要求教师教师主动性，分担责任的工作，和行动的一致性。在三维空间中也认为，这一发现，指着相互潜在的维度（TER）的依赖，可以区分社会关系基础教育的教育者和在何种程度上定义的合议关系渗透到日常的教育实践。总之，结果提供的工具和表达的网络之间的区别，揭示了二维支持相互依赖（TER）可以用来代表小学团队的社会网络。工作相关的讨论，合作和建议的工具网络是相互关联的，但每一个水龙头的器乐关系的一个独特的部分。同样，个人指导，接触工作以外和友谊网络是相互关联的，但似乎仍然代表独特的元素的表达关系。
新西兰基督城理工学院论文代写:有趣的区别
Second, we find an interesting difference between asking for advice on one hand and personal guidance and spending breaks on the other. Apparently, the network in which work related advice is transferred is dissimilar to the network that pertains to the exchange of personal matters and spending breaks. As such, this dimension may reflect a scale of mutual in(ter)dependence as discussed by Little (1990). On one end of the dimension, typifying mutual independence, we find the networks of spending breaks and the discussion of personal matters that hardly detract from the inherited traditions of teacher autonomy, noninterference, and equal status. On the other end, there are the networks of asking work related advice and collaboration, that typify more mutual interdependence. These networks signify social relationships that require teacher-to-teacher initiative, shared responsibility of work, and uniformity of action. This finding also holds in three-dimensional space, pointing to an underlying dimension of mutual in(ter)dependence that may differentiate between social relationships among educators in elementary education and define the extent to which collegial relationships permeate daily educational practice.In sum, results provide support for the distinction between instrumental and expressive networks and reveal a second dimension of mutual in(ter)dependence that may be used to typify social networks in elementary school teams. The instrumental networks of work related discussion, collaboration, and advice are interrelated but each tap into a unique part of instrumental relationships. Similarly, personal guidance, contact outside work and friendship networks are interrelated, but still seem to represent distinctive elements of expressive relationships.
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