Providing better education services to the poor: Accountability and context in the case of Guatemalan decentralization     

Alec Ian Gershberg  Ben Meade  Sven Andersson 《International Journal of Educational Development》2009

We explore how two community-based reform models align with the World Bank’s World Development Report 2004 accountability framework. Using a qualitative case study of rural Guatemalan primary schools, we examine local governance through interviews with a range of stakeholders.  相似文献   

Personalised virtual learning spaces to support undergraduates in producing research reports: Two case studies     

Marie Källkvist  Stephen Gomez  Holger Andersson  David Lush 《The Internet and Higher Education》2009,12(1):35-44

The purpose of this study was to create and evaluate personalised virtual learning spaces (PVLSs) in a course that was previously delivered face-to-face only. The study addressed three related questions: (1) Can a PVLS successfully be introduced into a course where IT has not previously featured? (2) Can the PVLSs be used to enhance the assessment from an extended essay to a higher-level empirical research project? (3) What are the perceptions of the students and the tutor of the PVLSs in terms of access, clarity and usefulness of the supervision of undergraduate research projects? Results showed that the introduction of the PVLSs into the course was trouble-free and that the PVLSs were able to enhance assessment. The vast majority of students and their tutor showed high levels of satisfaction, particularly with (1) the messaging tool, which allowed asynchronous, one-to-one communication with the tutor, and (2) the interactive web-forms, which provided structured guidance of how to conduct a small-scale empirical research project. The study concludes that the interactive web-forms and messaging tool can be beneficial functions of virtual learning spaces.  相似文献   

R&D strategies and entrepreneurial spawning     

Martin Andersson  Apostolos Baltzopoulos 《Research Policy》2012,41(1):54-68

This paper analyzes how different R&D strategies of incumbent firms affect the quantity and quality of their entrepreneurial spawning. When examining entrepreneurial ventures of ex-employees of firms with different R&D strategies, three things emerge: First, firms with persistent R&D investments and a general superiority in sales, exports, productivity, profitability and wages are less likely to generate entrepreneurs than firms with temporary or no R&D investments. Second, start-ups from knowledge intensive business service (KIBS) firms with persistent R&D investments have a significantly increased probability of survival. No corresponding association between the R&D strategies of incumbents and survival of entrepreneurial spawns is found for incumbents in manufacturing sectors. Third, spin-outs from KIBS-firms are more likely to survive if they start in the same sector, indicating the importance of inherited knowledge. These findings suggest that R&D intensive firms are less likely to generate employee start-ups, but their entrepreneurial spawns tend to be of higher quality.  相似文献   

Emerging collaborative and cooperative practices in 1:1 schools     

Annika Andersson  Matilda Wiklund  Mathias Hatakka 《Technology, Pedagogy and Education》2016,25(4):413-430

In this article, the authors explored how laptops used in 1:1 classrooms affect cooperation and collaboration practices. Based on an observational time study, the authors found that the most common activity in 1:1 classrooms is group work using the computer. They also found that, despite what the concept 1:1 alludes to about one student working with one computer, most laptop use takes on other forms such as two students working with one computer (1:2) or two students working together using two laptops (2:2). The findings reported in this article about the various different collaboration arrangements have implications for both research and practice. For practice, because teachers can arrange activities based on an awareness of the different student–laptop constellations that emerge when students are given a laptop. Research is likewise informed about the various group work constellations and can build on this knowledge for further analysis of the pros and cons with the different collaborative forms.  相似文献   

Chafing borderlands: obstacles for science teaching and learning in preschool teacher education     

Andersson  Kristina  Gullberg  Annica  Danielsson  Anna T.  Scantlebury  Kathryn  Hussénius  Anita 《Cultural Studies of Science Education》2020,15(2):433-452

Cultural Studies of Science Education - This study examines preservice preschool teachers’ university science education experience. The empirical data are from a research and intervention...  相似文献   

Vibrotactile speech tracking support: cognitive prerequisites     

Ronnberg J  Andersson U  Lyxell B  Spens K 《Journal of deaf studies and deaf education》1998,3(2):143-156

Fourteen postlingually hearing-impaired participants took part in an intervention study on the potential benefit of three types of tactile aids (i.e., the Tactilator, Minivib 3, and the Tactaid 7). Although training by means of computerized tracking had substantial effects on speech tracking rate, no differential effects of type of aid emerged. However, a cognitive test battery revealed that training efficacy is directly dependent on the cognitive prerequisites of the individual speechreader. The speed with which an individual can make phonological judgments (i.e., rhyme judgments) and visual word decoding from lipreading proved to be critical cognitive skills. We conclude that these skills must be further assessed and taken into account when rehabilitation/training programs are launched.  相似文献   

Asymptotic Standard Errors of Observed‐Score Equating With Polytomous IRT Models     

Bjrn Andersson 《Journal of Educational Measurement》2016,53(4):459-477

In observed‐score equipercentile equating, the goal is to make scores on two scales or tests measuring the same construct comparable by matching the percentiles of the respective score distributions. If the tests consist of different items with multiple categories for each item, a suitable model for the responses is a polytomous item response theory (IRT) model. The parameters from such a model can be utilized to derive the score probabilities for the tests and these score probabilities may then be used in observed‐score equating. In this study, the asymptotic standard errors of observed‐score equating using score probability vectors from polytomous IRT models are derived using the delta method. The results are applied to the equivalent groups design and the nonequivalent groups design with either chain equating or poststratification equating within the framework of kernel equating. The derivations are presented in a general form and specific formulas for the graded response model and the generalized partial credit model are provided. The asymptotic standard errors are accurate under several simulation conditions relating to sample size, distributional misspecification and, for the nonequivalent groups design, anchor test length.  相似文献   

Are adolescents given a relevant preparation for the adult role? A swedish perspective     

Bengt-Erik Andersson 《European Journal of Psychology of Education - EJPE》1990,5(1):45-57

The youth period in modern societies has gradually been extended and today includes major parts of the 20’s. During this period young people are kept in a state of dependency and irresponsibility within the educational system. After school, many of them find that society has no need for them and in many countries they experience long periods of unemployment. The paper discusses how school and society — taking Sweden as an example — in general fail to give adolescents adequate preparation for the role as an active and independent citizen. Data taken from several major research projects — one following young people up to the age of 23 and another studying students’ social development in school including age groups from 10 to 16 — show that many young people in their early 20’s do not perceive themselves as grown-ups. Data also show that students in school are not trained to become independent or to achieve a sense of competency.  相似文献   

Efforts to Address the Aging Academic Workforce: Assessing Progress Through a Three-Stage Model of Institutional Change     

Brian Kaskie  Mark Walker  Matthew Andersson 《Innovative Higher Education》2017,42(3):225-237

The aging of the academic workforce is becoming more relevant to policy discussions in higher education. Yet there has been no formal, large-scale analysis of institutional efforts to develop policies and programs for aging employees. We fielded a representative survey of human resource specialists at 187 colleges and universities across the United States and found that most institutions did not identify the aging workforce as a primary concern. Still, three out of every eight campuses had made some effort to implement age-targeted policies and programs; and these efforts were more likely to occur at institutions with a greater number of employees and with human resources staff who had training in issues related to an aging workforce.  相似文献   

Recognising Prior Learning: Understanding the Relations Among Experience, Learning and Recognition from a Constructivist Perspective     

Andreas Fejes  Per Andersson 《Vocations and Learning》2009,2(1):37-55

This article discusses the relation between experience and learning in the context of recognition of prior learning (RPL) and from an experiential constructivist perspective. The study is based on a case of in-service training, based on RPL, in the care sector for elderly people. The data consist of interviews with actors in this process, which have been analysed with a qualitative interpretative approach. The results show how prior learning plays a central role in the training process, both on an individual and a collective level. The participants’ prior learning is taken as the starting point, particularly in learning conversations where prior learning is made visible and used, and where participants learn from each other. Further, new learning is taking place as a consequence of the recognition process, and the study particularly highlights how prior experiences could be the basis of new learning in a process of reflection and discussion.  相似文献