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Knight William E. Moore Michael E. Coperthwaite Corby A. 《Research in higher education》1997,38(4):419-433
Terenzini (1993) approached the issue of institutional research effectiveness by articulating three tiers of organizational intelligence necessary for effective institutional researchers. Responses (n = 601) from a nationwide survey of AIR members provided for an empirical investigation based on this concept. The study examined the existence and acquisition of examples of institutional research knowledge and skills and how they relate to perceptions of effectiveness. Participants indicated that they were effective in their functions and reported that they possessed examples of the technical, issues, and (to a lesser extent) contextual knowledge and skills articulated by Terenzini. Multiple regression revealed the relationships between background characteristics, knowledge and skills in institutional research, and perceptions of effectiveness to be minimal, however. The authors conclude that an institutional researcher's effectiveness can perhaps only be adequately evaluated relative to institutional culture and expectations and leaders' personalities and orientation toward decision making. 相似文献
2.
《Higher Education Policy》2002,15(2):143-152
This article explores issues related to the choice of goals and approaches for advancing sustainability in higher education through research. The paper argues that diverse nature of the questions, issues and problems facing advocates of sustainability in higher education requires a willingness to adopt an eclectic approach to the choice of research methodologies or paradigms. The views of reality and knowledge embedded in alternative research paradigms—empirical–analytical, interpretive, critical, and poststructural paradigms—are summarised briefly. The relevance of the four paradigms is illustrated by taking two issues of sustainability in higher education and exploring how they would be addressed by each one. The two issues are: campus catering services and integrating the principles of the Earth Charter into an engineering degree program. The paper concludes by reviewing the debate over whether this eclectic position is consistent with the goals of advancing sustainability in higher education. 相似文献
3.
国内外学界关于美国国家安全体制的研究主要包括美国国家安全立法的演进与主要法规问题、美国国家安全体制的结构问题和美国国家安全决策体制问题等。美国安全体制包括美国国家安全委员会、美国情报安全体制和军事与防务体制,可谓三位一体。学界研究的重点是美国安全决策体制和情报安全体制,其主要不足是缺乏安全体制机制的个案解释,系统、体制、机制、体制机制等概念没有完全理清,安全体制和情报体制有时混为一体,全面解读美国安全体制机制的研究成果匮乏等,这既是今后研究的基础,也为今后国家安全体制建设带来重要启示。 相似文献
4.
论逻辑在知识创新中的作用 总被引：3，自引：0，他引：3
苏越 《湘潭师范学院学报(社会科学版)》2002,24(1):20-26
知识的创新，既需要非逻辑思维，又需要逻辑思维。逻辑思维帮助知识创新确定研究方向，是知识创新的导航器，为推进人工智能等高科技的发展提供工具。 相似文献
5.
This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these. 相似文献
6.
人工智能(AI)技术的教育应用给教师教学带来前所未有的变革,从智能教学环境、“AI+教学法”的创新到教学内容表征形式的智能化,AI的影响日渐广泛,但同时也伴随一系列极具挑战性的伦理问题与伦理风险。进入智能化时代,教师扮演着新的角色并面临更加复杂的AI应用伦理问题,这需要重构教师的知识结构。为此,基于TPACK概念框架,将伦理知识作为一种新的教师知识构成要素引入,提出并构建了“AI+学科教学”伦理知识框架(AIPCEK),即教师的基本知识构成包括教学知识、学科知识、AI知识和伦理知识。在原有TPACK框架基础上,生成新的融入伦理的复合型知识形态:教学伦理知识(PEK)、学科伦理知识(CEK)、AI伦理知识(AIEK)、学科教学伦理知识(PCEK)、“AI+学科”伦理知识(AICEK)、“AI+教学”伦理知识(AIPEK)和“AI+学科教学”伦理知识(AIPCEK)。AIPCEK继承了伦理知识所具有的复杂性、情境性、实践性、协商建构性和多元化等特点,其发展模式有三种:AIPCEK发展的金字塔需求模型;基于在线实践社区的教师AIPCEK发展模式;基于项目驱动的AIPCEK发展模式。AIPCEK的提出,有助于揭示智能时代教师知识结构新的特点及伦理内涵,为教师专业发展提供理论基础,为教师的知识结构研究及教学实践,提供一种新的分析框架。 相似文献
7.
Assumptions underlying quantitative and qualitative research: Implications for institutional research 总被引：1，自引：0，他引：1
Russel S. Hathaway 《Research in higher education》1995,36(5):535-562
For institutional researchers, the choice to use a quantitative or qualitative approach to research is dictated by time, money, resources, and staff. Frequently, the choice to use one or the other approach is made at the method level. Choices made at this level generally have rigor, but ignore the underlying philosophical assumptions structuring beliefs about methodology, knowledge, and reality. When choosing a method, institutional researchers also choose what they believe to be knowledge, reality, and the correct method to measure both. The purpose of this paper is to clarify and explore the assumptions underlying quantitative and qualitative research. The reason for highlighting the assumptions is to increase the general level of understanding and appreciation of epistemological issues in institutional research. Articulation of these assumptions should foster greater awareness of the appropriateness of different kinds of knowledge for different purposes. 相似文献
8.
楚江亭 《北京师范大学学报(社会科学版)》2020,(3):19-28
伴随人工智能、人机工程学、认知心理学等学科的探索,近年来教育学界对教师教学专长问题的研究也取到了长足的进展,但研究中存在着专长概念窄化、层次划分区分度低、忽视具体的教学情境、淡化教学实践的多样性、田野研究缺乏等问题,致使"教师教学专长"与"教师专业发展"相混淆,相关研究难以再深入下去。科学知识社会学家哈里·柯林斯和科学哲学家休伯特·德雷弗斯分别基于不同的研究样本,采用不同的理论视角与研究方法,对与专长密切相关的知识转移、意会知识、专长分层及其他相关问题均进行了深入、独到的研究,分析、比较两者的探索,对于教师教学专长研究走出目前的研究困境有着重要的理论价值和实践意义。 相似文献
9.
人工智能时代研究生的知识观需遵循人工智能的技术逻辑与研究生教育的精英逻辑,这客观上要求研究生具备以高深与广博为内核的知识内容观、以系统化与贯通化为要旨的知识结构观、以稳定性与精英性为着力点的知识价值观。当前,人工智能引发的知识变革诱发研究生知识观发生某种程度异化,主要表征为显性知识遮蔽缄默知识、同质性知识阻隔异质性知识、海量碎片化知识消解系统知识、泛滥的“软知识”侵蚀“硬知识”。为此,优化研究生知识教育、实现知识学习方式转向、构建新知识素养当是人工智能时代重塑研究生知识观的关键。 相似文献
10.
Patrick T. Terenzini 《Research in higher education》2013,54(2):137-148
In reconsidering the three “tiers of institutional intelligence” needed for effective institutional research practice he first offered 20 years ago (Terenzini in Res Higher Educ 34:1–10, 1993), Terenzini suggests that those forms of intelligence retain their overall relevance today, but that they also require some important redefinition. The major changes deal with adapting to the dramatic transformations in information technologies and analytical power; greater awareness and responsiveness to the changing state, national, and international educational and political scenes; the need for more extensive familiarity with the research literature, and subtler and more savvy political skills. 相似文献
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12.
谢耀南 《闽西职业技术学院学报》2014,(3):3-9
龙岩全面建成小康社会和深化改革发展对社会科学研究提出了许多重大的议题,迫切要求给予有力的回应。龙岩社会科学研究的工作基础可归纳为六大研究体系,从当前社会科学研究存在的不足入手,总结近年来的研究成果与学科范围等方面的工作成效。龙岩的社会科学研究可着重加强社科工作的组织领导,保障经费投入,加强人才工作,健全体制机制,抓好重点工作等,以提升全市社会科学研究的成效。 相似文献
13.
Curtis J. Bonk Mimi Miyoung Lee Nari Kim Meng-Fen Grace Lin 《The Internet and Higher Education》2009,12(3-4):126-135
Wikis have the potential to change learning environments from traditional knowledge transmission models to knowledge transformative ones where students generate, share, and reshape knowledge. In this three-part study, graduate students created wikibooks across institutional settings. One of these projects extended to universities in China, Taiwan, Malaysia, and the United States, whereas the other two involved two universities in the United States. The degree of scaffolding and other support varied in each project. At the end of each study, students were surveyed about their wikibook efforts. In addition, instructors across the institutions were interviewed about the obstacles they faced as well the opportunities. Based on these results, more than two dozen cross-institutional wikibook issues are organized into five key themes: (1) instructional issues; (2) collaboration issues; (3) technology issues; (4) constructivism and sense of community issues; and (5) wikibook issues. Several recommendations are offered related to the use of wikibooks in the classroom as a transformational learning tool. 相似文献
14.
知识点关系、知识点结构图与知识点网络的应用研究 总被引：5，自引：0，他引：5
姜智 《鞍山师范学院学报》2005,7(5):99-101
本文采用系统化分析方法与计算机人工智能技术，就教学知识点的属性，知识点关系、知识结构图、知识点网络进行了较深入的探讨，为教学知识点的表示与教学过程的结合提供了新的研究方法。 相似文献
15.
近30年,我国在教研员队伍建设研究上取得诸多成果,涉及教研员队伍建设的实践诉求、政策支持、结构性要素、身份认同、角色定位、职能转型以及民族地区教研员队伍建设的一系列问题和对策,深化了人们的相关认识。但相关研究也存在理论深度不够、单纯逻辑演绎、顶层制度设计几近空白等不足,同时,对民族地区教研员队伍建设而言,除了取得政府支持、健全制度、完善机制外,更要关注民族地区教研员的文化生态、双语教学、理科教育、民族成分、宗教信仰以及实践性知识等。 相似文献
16.
Anne Edwards 《Educational Action Research》2013,21(1):195-204
Sociocultural research and activity theory (SCRAT) are developments of the work of Vygotsky, which aim to capture how minds and actions are shaped by, and shape the opportunities for thinking and action available. SCRAT requires a rethinking of commonly held interpretations of relationships between culture and mind, and knowledge and action, so that attention is paid to how learners interpret and respond to the opportunities available to them. Like action research, SCRAT emphasises the development of a capacity to make informed interpretations of cultural contexts and the importance of collaborative or systemic responses to those interpretations. It adds to these concerns, a focus on the historical construction of possible interpretations and responses, and so offers a potentially useful way of mapping the developments being made by action researchers in their institutional settings. It is not suggested, however, that SCRAT is a substitute for action research, but that it may illuminate explorations of informed action and institutional change in action research 相似文献
17.
论历史教学反思能力及其培养 总被引：6，自引：0，他引：6
朱煜 《课程.教材.教法》2004,(8)
新课程的推行,要求教师迅速从单纯的知识传递者走向研究者、反思者。作为提高教学质量和促进教师专业发展的有效途径,教学反思能力近年备受国内外教育界的重视。教学反思能力的主要特征有:追求教学实践的合理性;具有较强的教学研究性质;贯穿于教学活动的各个环节、各个层面。教学反思能力对促进教师专业发展的意义主要是:有助于教学研究的深入、实践智慧的生成等。发展教师的教学反思能力,需要以一定的教学理论和专业学识为基础,其基本策略包括:案例研究、课堂观察、课后小结与反思札记等。 相似文献
18.
情报服务工作与知识产权问题初探 总被引：1，自引：0，他引：1
知识产权是与情报有关的财产权，它的实施对情报服务工作产生了诸多的影响，本文在分析知识产权对情报服务工作影响后，就情报工作具有涉及到的与知识产权有关问题进行了初步探讨。 相似文献
19.
学科互涉是打破传统单一而封闭的学科界限,走出固有的学科结构状态,对不同学科话语进行综合置换与重新解读的过程。平台中,学科之间全面交流与碰撞,导致学科间持有一种能动的张力。基于学科文化的视角,张力主要存在于知识理论、方法论和思维方式等方面。形成跨学科的平台文化,是消解平台中学科互涉导致学科文化张力的关键。建立项目学术团队,训练学科人的综合思维,规范基本术语和概念,共享科研成果和培养通才型首席主任等是整合学科文化、建构平台文化的重要步骤和手段。 相似文献
20.
Qiang Zha 《Higher Education》2009,58(1):41-58
The expansion and diversification of higher education are twin phenomena that have been associated with the development of
higher education in many countries around the world. This study attempts to use enrolment expansion as a lens to examine the
effects of governmental intervention and market forces on diversification of the Chinese system, which has gone through the
most profound changes of institutional patterns and the largest expansion ever seen in the world higher education community.
Forming an analytical framework from the population ecology perspective, the resource dependency perspective and the institutional
isomorphism perspective, this study investigates programmatic as well as institutional diversification of a population of
594 Chinese universities at the end of 2001. A result of these changes is the impulse towards more comprehensive patterns
of knowledge, with the universities seeking to broaden their curricular coverage. Paralleling this pattern of programmatic
convergence, Chinese universities are being structured in a hierarchical way according to functions and goals. 相似文献