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1.
Abstract

Purpose: This case study deals with the implementation methodology, innovations and lessons of the ICT initiative in providing agricultural extension services to the rural tribal farming community of North-East India.

Methodology: This study documents the ICT project implementation challenges, impact among farmers and briefly indicates lessons of the e-agriculture project.

Findings: The e-agriculture prototype demonstrated that the Rs. 2,400 (USD 53) cost of the extension services to provide farm advisory services was saved per farmer per year, expenditure was reduced 3.6 times in comparison with the conventional extension system. Sixteenfold less time was required by the farmers for availing the services and threefold less time was required to deliver the services to the farmers compared with the conventional extension system. However, this article argues that in less developed areas, information through ICTs alone may not create expected development. Along with appropriate agricultural information and knowledge, field demonstrations and forward (farm machinery, manure, seeds) and backward linkages (post-harvest technology and market) need to be facilitated with appropriate public–private partnership between knowledge and other rural advisory service providers for agricultural development.

Practical implications: This article lists a number of practical lessons which will be useful for the successful planning and implementation of e-agriculture projects in developing countries.

Original value: This article is a first case study on ICTs for agricultural extension initiatives among the tribal farmers who dominate the less developed North-East India.  相似文献   

2.
The purpose of this collective case study was to explore the resultant effects of vertical team teaching and collaborative inquiry on elementary (Grade 8) and secondary (Grade 9) educators' literacy instructional and assessment practices. Key elements of the program included collaborative inquiry and vertical team teaching. The findings of this case study provide professional learning suggestions for teachers, administrators, consultants, support staff, and district and state administrators that aim to improve future transition programs and literacy supports.  相似文献   

3.
Background:?The paper compares and contrasts the policy context of teacher training for vocational educators (VETT) in Scotland and England and locates this in its European setting. It explores the wider socio-economic context, one that emphasises lifelong learning, competitiveness and social justice.

Purpose:?In particular, it addresses the UK Coalition government‘s orientation to vocational teacher education and the way in which this impacts upon VETT in the two home nations.

Sources of evidence:?It draws on a small-scale illuminative case study of teacher educators in England and Scotland.

Main argument:?It explores the limits and possibilities for the development of radical and critical practices embedded in VETT policy and practice.  相似文献   

4.
The paper argues that what is left behind in the current era of accountability is the educational content. The authors present shedding the content as the great challenge of teaching and learning in today’s schools. They turn to the tradition of Bildung and outline the theoretical background for the content-focused approach to (research on) teaching and learning. Their approach is based on analyses of authentic (real-life) teaching and learning situations. The paper highlights how didactic case studies can be used to generalize the findings across individual cases. Within the multiple case studies, 44 didactic case studies were reanalysed to identify didactic formalisms, i.e. problems in the semantic and logical structure of educational content, which corrupt the quality of instruction. Two specific types of didactic formalism are described in detail; stolen cognition and concealed cognition. Stolen cognition prevents cognitive activation of students when the teacher over-reduces the space allowed for the students’ cognitive work with the content, concealed cognition are instances of purposeless cognitive activation of students due to their being disconnected from the content.  相似文献   

5.
Performance Improvement Quarterly (PIQ) is a peer‐reviewed journal created to stimulate professional discussion in the field and to advance the discipline of human performance technology (HPT) through publishing scholarly works. Its emphasis is on human performance technologies such as front‐end analysis or evaluation. It also offers literature reviews and experimental studies with a scholarly base, and some case studies. Below you will find abstracts for articles appearing in PIQ 23(1). ISPI members may subscribe at the member rate of $45. Call ISPI today at 301‐587‐8570 to subscribe.  相似文献   

6.
Congruences for finite triple harmonic sums   总被引：1，自引：0，他引：1  
Zhao (2003a) first established a congruence for any odd prime p>3, S(1,1,1;p)≡-2Bp-3 (mod p), which holds when p=3 evidently. In this paper, we consider finite triple harmonic sum S(α,β,γ;p) (mod p) is considered for all positive integers α,β,γ. We refer to w=α β γ as the weight of the sum, and show that if w is even, S(α,β,γ;p)≡0 (mod p) for p≥w 3; if w is odd, S(α,β,γ;p)≡rBp≥w (mod p) for p≥w, here r is an explicit rational number independent of p. A congruence of Catalan number is obtained as a special case.  相似文献   

7.
Extending a recent study of the standards mothers apply in evaluating the quality of children's programs (Nikken et al., 1996), this study investigated the standards children between 9 and 12 years of age (N = 427) use to evaluate the quality of four types of children's programs: children's news programs, educational programs for children, dramatic programs for children, and cartoons. Data were collected by means of questionnaires. A factor analysis resulted in a list of nine types of quality standards. The two quality standards children considered most important were: (a) comprehensibility, and (b) aesthetic quality. Additional standards were: (c) entertainment, (d) involvement, (e) credibility, (f) innocuousness, (g) restfulness, (h) thought provocation, and (i) presence of role models. The importance children attached to the nine quality standards varied with both program type and child characteristics. Seven of the quality standards found in the present study are similar to the maternal quality standards observed in Nikken et al. ‘s study. The children in the present study generally viewed these seven quality standards as less important than the mothers in Nikken et al.’s study. However, the relative importance children and mothers attached to these quality standards showed similarity, especially in the case of cartoons, and to a lesser extent for children's news programs and dramatic programs.  相似文献   

8.
A case is made for a form of narrative reporting (the Creative Process Journal) as a methodology for practice‐integrated research in the arts. It is argued that this stage of research creativity, which applies in all domains of academic study but is often not reported, is fundamental to the kind of arts research which allocates practice a central role. The practical and technological character of making a CPJ, and its consequent benefits to the maker‐researcher are outlined.  相似文献   

9.
Performance Improvement Quarterly (PIQ) is a peer‐reviewed journal created to stimulate professional discussion in the field and to advance the discipline of human performance technology (HPT) through publishing scholarly works. Its emphasis is on human performance technologies such as front‐end analysis or evaluation. It also offers literature reviews and experimental studies with a scholarly base, and some case studies. Below you will find abstracts for articles appearing in PIQ 24(4). ISPI members may subscribe at the member rate of $45. Call ISPI today at 301‐587‐8570 to subscribe.  相似文献   

10.
Single case research is proposed as a valuable means of involving counselors in the research process, providing feedback to the counselor and supervisor and gathering accountability data. Yet relatively little research of this type is conducted. One reason for this paucity of single case research is a lack of familiarity. If one is familiar with single case research, it is usually with case study methodologies and not with the intensive N of 1 designs. The purpose of this article is to familiarize the reader with the two major types of intensive N of 1 designs: experimental and association. Several different examples of each are presented in hopes of stimulating usage.  相似文献   

11.
《Africa Education Review》2013,10(5):158-172
Abstract

The time has come for a thorough review of the Guidelines for the Consideration of Governing Bodies in Adopting a Code of Conduct for Learners (hereafter the Guidelines). More than 20 years after its original publication, no amendments have been made to this important document. To substantiate the case for review, some of the most significant contradictions with the provisions of the South African Schools Act 84 of 1996 are highlighted, as well as serious lacunae with regard to the definition of important concepts and the failure to incorporate constitutional developments that impact on school discipline and should be reflected in the code of conduct of all schools. School governing body members are mostly laypeople and guidance on legal aspects and developments should therefore be included in the Guidelines.  相似文献   

12.
This article is a critique of the document The Education Industry and The National Competency Agenda, which was produced by members of the Schools and Curriculum Division of the federal Department of Employment, Education and Training (DEET) in April 1992. The authors examine the policy context in which the document was produced. They then go on to analyse the case for reform argued in this document, drawing attention to the mechanisms by which the document seeks to inform and persuade its educational audience. A detailed analysis and critique is made of its central assumptions in relation to teacher education, with a more appropriate agenda for reform of teacher education subsequently outlined.  相似文献   

13.
As teachers progress in life and career, generation gaps may begin to appear that decrease not only the effectiveness of interaction with students but also the ability to produce generationally relevant course content. Situated in a framework of socioculturalism (Vygotsky 1978), this article presents The STORRI Method—a strategy for exploring and integrating youth culture into the classroom. STORRI is an acronym for the six iterative steps of the method: survey, talk, observe, research, reflect, and integrate. Each step of The STORRI Method is discussed with numerous corresponding examples, and best practices are offered for use in the classroom setting. A case narrative is also provided to demonstrate The STORRI Method's use in a high school level U.S. government course.  相似文献   

14.
The counseling profession prides itself on its developmental focus. However, counselors, counselor educators, and supervisors have generally applied only phasic, and not stage, theories to counseling and supervision practice and have not incorporated developmental concepts into their teaching. This article continues the effort of rectifying this situation by explicating the relevance of R. Kegan's (1982, 1994) subject‐object theory for counseling, supervision, and counselor education. The author reviews Kegan's (1982, 1994) interpersonal and institutional stages and applies the theory to promoting development beyond the interpersonal stage in 3 case illustrations: a counseling case, a counselor educator's experience, and a supervision challenge.  相似文献   

15.
Two questionnaires were used to investigate students' perceptions of their motivation to opt for reception learning (RL) or self‐discovery learning (SDL) in histology and their choices of complementary learning strategies (CLS). The results demonstrated that the motivation to attend RL sessions was higher than the motivation to attend SDL to gain new knowledge (P < 0.01) and to apply this acquired knowledge to diagnosis (P < 0.01), therapy (P < 0.01), and research (P < 0.05). Students also showed a stronger preference for RL based on motivations related to leadership (P < 0.01) and competition (P < 0.01), although the rates were very low in both cases (≤ 1.9 ± 1.1). Statistically significant differences were found between male and female students for leadership (higher in males), responsibility (higher in females), and acquiring new knowledge (higher in females only in RL). This study's findings for students' preferred CLS strategies suggested a greater need for additional complementary resources after RL than after SDL (P < 0.01). In conclusion, RL was associated with a greater need for complementary training resources such as textbooks, atlases, the internet, audiovisual media, and tutorials, whereas SDL was associated with a greater need to orient teaching and training toward medical practice. These results suggest the need to reorient both types of learning processes to enhance their effectiveness in teaching histology, especially in the case of SDL, which should place more emphasis on clinically oriented knowledge. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

16.
Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur.  相似文献   

17.
Abstract

This paper reassesses the value of the popular Greek concept of being a sistimatikos person to face rural development challenges. It dwells on fieldwork with olive growers in Western Crete, where a study was carried out to appraise the socio-economic and ecological impact on regional development of organic olive oil production. Working sistimatika turned out to be essential for organic farmers to develop their enterprise. This notion comprises knowledge about what to do, which is made up of a clear vision and technical knowledge about how to organize the work, hard work, love, and finally an ability and desire to search for and learn whatever may be needed. The aspects love and learning capacity are usually unacknowledged in Western conceptions of development strategies informed by a so-called systems approach, but are, however, essential to arrive at what is headed for: specifically, in the Cretan case, the production of organic olive oil, and in general, the conceptualization and materialization of development alternatives for rural areas.  相似文献   

18.
The purpose of this study was to explore the effectiveness of the creative inquiry-based science teaching on students’ creative science thinking and science inquiry performance. A quasi-experimental design consisting one experimental group (N?=?20) and one comparison group (N?= 24) with pretest and post-test was conducted. The framework of the intervention focused on potential strategies such as promoting divergent and convergent thinking and providing an open, inquiry-based learning environment that are recommended by the literature. Results revealed that the experimental group students outperformed their counterparts in the comparison group on the performances of science inquiry and convergent thinking. Additional qualitative data analyses from classroom observations and case teacher interviews identified supportive teaching strategies (e.g. facilitating associative thinking, sharing impressive ideas, encouraging evidence-based conclusions, and reviewing and commenting on group presentations) for developing students’ creative science thinking.  相似文献   

19.
Abstract

Purpose: The purpose of this article is to compare the effectiveness of facilitated networks to other policy instruments for agricultural innovation.

Design/ methodology/ approach: In an exploratory study of the Dutch agricultural policy context, we conducted semi-structured interviews with ten experts on networks and innovation. Policy alternatives to networks included research funding, innovation experiments, knowledge vouchers for entrepreneurs, practice networks, competitions for awards/ prizes, innovation subsidies for individual entrepreneurs, legal exceptions, legislation and fiscalisation.

Findings: In early phases of the innovation process, facilitated networks were seen as more effective and cost-efficient than the other instruments. This was especially the case for system transformation. However, other instruments can have comparable performance for innovation when they result in sufficient network formation, for instance when they require that target groups build coalitions and other forms of networks. Networks were also seen as effective for system optimisation, but not more cost-efficient than other effective instruments.

Practical implications: Past policy experiences with networks enable moving beyond the generic term of ‘(facilitated) network’ to develop more advanced instruments for specific types and phases of innovation. Furthermore, the results suggest that facilitated networks may be a cost-effective alternative to the national extension services of old.

Originality/value: Many studies have shown the importance of networks for agricultural innovation. Furthermore, networks offer governments new opportunities to stimulate agricultural innovation. However, less is known about the effectiveness of networks as a policy instrument.  相似文献   

20.
With the increase of capacity and size of the hydro-generator unit, the spiral case becomes a more super-giant hydraulic structure with very high HD value, where H and D denote water head and maximum intake diameter of spiral case, respectively. Due to the induced lower stiffness by the more giant size and adverse operation conditions, dynamic performances of the powerhouse and the supporting structure for the giant units have become more important and attracted much attention. If the manner of steel spiral case embedded directly in concrete is adopted, on some locations of the concrete surrounding the spiral case, distributed and concentrated cracks will emerge due to high tensile stress. Although the concrete is reinforced well to control the maximum crack width, definitely these cracks will reduce the local and entire stiffness of the powerhouse. Under dynamic loads such as hydraulic forces including water pressure pulsation in flow passage acting on the structure, effect of the cracks on the dynamic characteristics of the local members and entire structure needs to be evaluated. However, research on this subject is few in hydroelectric engineering. In this paper, Three-Gorge Project was taken as an example to evaluate effect of such cracks on natural frequencies and the vibration responses of the powerhouse under hydraulic and earthquake forces in detail. Results show that cracks only reduce the local structural stiffness greatly but have little effect on the entire powerhouse especially the superstructure; vibrations of powerhouse with cracks in concrete surrounding the spiral case are still under the design limits. Results in this paper have been verified by practice of Three-Gorge Project. Supported by National Natural Science Foundation of China (No.50679009) and Foundations for Young Teachers in Dalian University of Technology(No.893219). TIAN Ziqin, born in 1965, male, doctoral student, senior engineer.  相似文献   

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