Student accounts of action learning on a DBA programme: learning inaction     

Roger Mendonça  Anthony Parker  Uwem Udo 《Action Learning: Research and Practice》2015,12(3):334-343

This account of practice sets out the action learning experience of three doctoral students on the same Doctoral Programme in Business Administration at a UK university. It also include the sense-making of a fourth member of the set. It explores the tension between their area of work and their engagement in the action learning process and, in so doing, contributes to the ongoing debate about the relative priority of learning and problem-solving in action learning. The account narrates the students’ personal accounts of their involvement with the action learning set (ALS), what they felt worked and what did not before reflecting on their personal contributions as hybrid practitioner-learners. Insights into the experience are offered up to illuminate the function and purpose of the ALS within a management education programme.  相似文献   

R&D price indexes and real R&D expenditures in the United States     

Edwin Mansfield  Anthony Romeo  Lorne Switzer 《Research Policy》1983,12(2):105-112

The rate of inflation in R&D is very difficult to measure. The official government statistics in the United States use the GNP deflator to deflate R&D expenditures. Little is known about the extent to which price indexes for R and D inputs, if they were constructed in various industries, would differ from the GNP deflator. This paper reports the findings of a study that attempts to fill this important gap. Laspeyres price indexes are presented both for R and D inputs and for inputs used in other stages of the innovation process. Also, price indexes for R and D inputs are constructed, assuming that the relevant production function is Cobb-Douglas. On the basis of the results, we estimate the extent and direction of the errors in the official R&D statistics due to the use of the GNP deflator.Our findings, based on detailed data obtained from firms accounting for about one-ninth of all company-financed R&D in the U.S., indicate that the GNP deflator underestimated the rate of price increase for R&D inputs during 1969–1979 in practically every industry we studied. The bulk of the apparent increase in real R&D in these industries (which was relatively modest in any event) seems to have been due to the inadequacies of the GNP deflator. One important moral seems to be that more attention and resources should be devoted to the construction of better price indexes for R&D.  相似文献   

Cultivating minority scientists: Undergraduate research increases self‐efficacy and career ambitions for underrepresented students in STEM     

Anthony Carpi  Darcy M. Ronan  Heather M. Falconer  Nathan H. Lents 《科学教学研究杂志》2017,54(2):169-194

In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minority‐serving college. Our URE model addresses the challenges of establishing an undergraduate research program within an urban, commuter, underfunded, Minority‐Serving Institution (MSI). However, our model reaches beyond a focus on retention and remediation toward scholarly contributions and shifted career aspirations. From a student's first days at the College to beyond their graduation, we have encouraged them to explore their own potential as scientists in a coordinated, sequential, and self‐reflective process. As a result, while the program's graduates have traditionally pursued entry‐level STEM jobs, graduates participating in mentored research are increasingly focused on professional and academic STEM career tracks involving post‐graduate study. In addition to providing an increasingly expected experience and building students’ skills, participation in undergraduate research is seen to have a transformative effect on career ambitions for many students at MSIs. While undergraduate research is often thought of in context of majority‐serving institutions, we propose that it serves as a powerful equalizer at MSIs. Building on the institutional characteristics that drive diversity, our students produce scholarly work and pursue graduate degrees, in order to address the long‐standing under‐representation of minorities in the sciences. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 169–194, 2017  相似文献   

The Diagnosis of Autism Spectrum Disorder in Urban Indonesia: A Brief Report     

Fransisca Febriana Sidjaja  Peter Anthony Newcombe  Irwanto  Kate Sofronoff 《International Journal of Disability, Development & Education》2017,64(1):33-44

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Science perceived through the Science Citation Index     

Anthony E. Cawkell C.Eng.  F.I.E.R.E.  Sen. M.I.E.E.E.  A.I.Inf.Sci. 《Endeavour》1977,1(2):57-62

The progress of science is essentially a cumulative process, each research worker building on the foundations laid by his predecessors and contemporaries. The published literature reflects the picture of progress as a whole, but analysis shows that the reflections from some areas are more intense than from others. This article reviews some of the instructive deductions that can be made if such analysis is systematically applied to the content of scientific journals as a whole.  相似文献   

Performance issues in distributed shared-nothing information-retrieval systems     

Anthony Tomasic  Hector Garcia-Molina 《Information processing & management》1996,32(6):647-665

Many information-retrieval systems provides access to abstracts. For example, Stanford University, through its FOLIO system, provides access to the INSPEC database of abstracts of the literature on physics, computer science, electrical engineering, etc. In this article, this database is studied by using a trace-driven simulation. It focuses on a physical-index design that accommodates truncations, inverted-index caching, and database scaling in a distributed shared-nothing system. All three issues are shown to have a strong effect on response time and throughput. Database scaling is explored in two ways. One way assumes an “optimal” configuration for a single host and then linearly scales the database by duplicating the host architecture as needed. The second way determines the optimal number of hosts given a fixed database size.  相似文献   

Effect of the challenger experience on elementary children's attitudes to science     

Tina Jarvis  Anthony Pell 《科学教学研究杂志》2002,39(10):979-1000

This research explored how the Challenger experience influenced over 655 elementary boys' and girls' general attitudes to science and space during the 5 months after their visit by examining their responses to four different attitude scales. These were administered to the 10‐ to 11‐year‐olds immediately before and after the Challenger experience as well as 2 and 5 months later. Knowledge tests were also administered before and after the visit. A sample of children completed an existing measure of anxiety. Although there were mainly positive outcomes immediately after the Challenger experience, there were some negative effects. There were also noticeable differences between boys and girls. Some 24% of pupils were inspired to become scientists. There was also less fear of space travel with a greater appreciation of the use of science to protect the planet after the visit. Most girls improved and maintained their attitudes toward science in society. A sizeable number of pupils were relatively unaffected by the experience and there was a significant negative effect on a small group of anxious girls. There are indications that previsit preparation and careful choice of roles during the simulation are important. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 979–1000, 2002  相似文献   

Using educational technology to develop early literacy skills in Sub-Saharan Africa     

Philip C. Abrami  C. Anne Wade  Larysa Lysenko  Jonathon Marsh  Anthony Gioko 《Education and Information Technologies》2016,21(4):945-964

The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N?=?180) where ABRA was part of their English Language instruction and a control group (N?=?174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies.  相似文献   

Improving Conceptual Understanding and Representation Skills Through Excel-Based Modeling     

Kathy L. Malone  Christian D. Schunn  Anita M. Schuchardt 《Journal of Science Education and Technology》2018,27(1):30-44

The National Research Council framework for science education and the Next Generation Science Standards have developed a need for additional research and development of curricula that is both technologically model-based and includes engineering practices. This is especially the case for biology education. This paper describes a quasi-experimental design study to test the effectiveness of a model-based curriculum focused on the concepts of natural selection and population ecology that makes use of Excel modeling tools (Modeling Instruction in Biology with Excel, MBI-E). The curriculum revolves around the bio-engineering practice of controlling an invasive species. The study takes place in the Midwest within ten high schools teaching a regular-level introductory biology class. A post-test was designed that targeted a number of common misconceptions in both concept areas as well as representational usage. The results of a post-test demonstrate that the MBI-E students significantly outperformed the traditional classes in both natural selection and population ecology concepts, thus overcoming a number of misconceptions. In addition, implementing students made use of more multiple representations as well as demonstrating greater fascination for science.  相似文献   

Book reviews     

George Gerbner  Samuel Mattin  Anthony W. Hodgkinson  Patrick D. Hazard  Robert Steele  Saul N. Scher 《Educational technology research and development : ETR & D》1967,15(4):435-447

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