Heart of darkness: modeling public–private funding interactions inside the R&D black box     

Paul A. David  Bronwyn H. Hall   《Research Policy》2000,29(9):419

This paper is a first step toward closing the analytical gap in the extensive literature on the results of interactions between public and private R&D expenditures, and their joint effects on the economy. A survey focusing on econometric studies in this area reveals a plethora of sometimes confusing and frequently contradictory estimates of the response of company-financed R&D to changes in the level and nature of this category of public expenditures. Yet, a theoretical framework seldom is provided within which the empirical results are to be interpreted. Some such structure is necessary, in view of the multiple channels through which public research can affect private R&D performance, especially as not all the effects flow in the same direction. A major cause of “inconsistencies” in the empirical literature is the failure to recognize key differences among the various policy “experiments” being considered — depending upon the economy in which they are embedded, and the type of public sector R&D spending that is contemplated. Using a simple, stylized structural model, we identify the main channels of impact of public R&D. We thus can characterize the various effects, distinguishing between short- and long-run impacts that would show up in simple regression analyses of nominal public and private R&D expenditure variables. Within the context of our simple model it is possible to offer interpretations that shed light on recent cross-section and panel data findings at both high (i.e., national) and low (specific technology area) levels of aggregation.  相似文献   

State school inspection policy in Norway and Sweden (2002–2012): a reconfiguration of governing modes?     

Jeffrey Brooks Hall  Kirsten Sivesind 《教育政策杂志》2015,30(3):429-458

There is growing research interest in school inspection throughout Europe; however, there have been few comparative studies between Swedish and Norwegian school inspectorates. Such a study is necessary since little is known about how inspection policies are shaped through ‘governing modes’ in the two Nordic countries. This paper explores the similarities and differences between state school inspection policies within the two countries from 2002 to 2012. Based on a rigorous, comparative document analysis of 23 policy documents, a particular focus is given to how school inspection adheres to professional-bureaucratic control as a mode of governing and/or details national expectations through performance audit, potentially intervening into school practices. We demonstrate that even if the cases of public administration seem to be somewhat homogenous from the outside, there is substantial evidence of major differences in the inspection policies of these two countries which can be explored by comparative analysis. Specifically, this paper contributes both conceptually and comparatively to understanding how a study of purposive and evaluative modes of governing can add to the field of school inspection studies.  相似文献   

Counterfactual choices and moral judgments in children     

Shalini Gautam  Ruby Owen Hall  Thomas Suddendorf  Jonathan Redshaw 《Child development》2023,94(5):e296-e307

When making moral judgments of past actions, adults often think counterfactually about what could have been done differently. Considerable evidence suggests that counterfactual thinking emerges around age 6, but it remains unknown how this development influences children's moral judgments. Across two studies, Australian children aged 4–9 (N = 236, 142 Females) were told stories about two characters who had a choice that led to a good or bad outcome, and two characters who had no choice over a good or bad outcome. Results showed that 4- and 5-year-olds’ moral judgments were influenced only by the actual outcome. From age 6, children's moral judgments were also influenced by the counterfactual choices that had been available to the characters.  相似文献   

Ward v. Wilbanks: Counselor Educators Respond          下载免费PDF全文

David Burkholder  Stephanie F. Hall  Jessica Burkholder 《Counselor Education & Supervision》2014,53(4):267-283

This article investigated 71 counselor educators' perspectives and pedagogical practices related to Ward v. Wilbanks (2009) and the American Counseling Association (ACA) response to the case. The authors used qualitative content analysis to identify 6 themes from survey data: (a) views on gatekeeping and student training; (b) perceptions of Julea Ward and Eastern Michigan University; (c) values, skills, and competency; (d) reactions to ACA policy on referral; (e) initiation of ethical responsibility to client; and (f) Ward v. Wilbanks: impact on the profession.  相似文献   

From Central Guidance Unit to Student Support Services Unit: The Outcome of a Consultation Process in Trinidad and Tobago     

Marley W. Watkins  Tracey E. Hall 《Journal of educational and psychological consultation》2014,24(4):283-306

In this article, we report on a multiyear consultation project between a consulting team based in the United States and the Ministry of Education in Trinidad and Tobago. The project was initiated with a request for training in counseling for secondary school students but ended with the training of personnel from the Ministry of Education in diagnosis and assessment at the elementary school level. Outcomes included manuals with national norms on phonemic awareness, oral reading fluency, and parent and teacher rating scales for the elementary-age students in Trinidad and Tobago and on a depression screener and an anxiety measure for secondary school students. Details on the consultation process are discussed as are lessons learned.  相似文献   

Teachers,Arts Practice and Pedagogy     

Anton Franks  Pat Thomson  Chris Hall  Ken Jones 《Changing English: An International Journal of English Teaching》2014,21(2):171-181

What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare Company and the University of Warwick. The aim of the commissioned research was to look at the effects on teacher development, focusing on the active rehearsal room pedagogic techniques and ensemble methods of exploring Shakespearean text and performance. The practices of working as an ensemble through rehearsal room pedagogy were central to the LPN. Our interest is in looking for possible shifts in teachers’ subjectivity, their self-perception. What affordances, limitations, accommodations and tensions are experienced by the teachers in transposing work from the rehearsal room to the classroom? We draw on a range of cultural theories that provide complementary perspectives on aspects of subjectivity; these include Vygotskian approaches to the psychology of art and acting. Raymond Williams’s work on the ‘dramatized society’ and Jacques Rancière’s work on spectatorship and pedagogy. Data in the form of excerpts from field notes, taken in an introductory workshop where teachers worked with theatre practitioners, and from transcribed interviews with participants in the project are used to provide evidence of shifts in perspective, self-perception and pedagogic practice.  相似文献   

The Learning Transfer Big Picture     

George Hall  Mike Smith  Carolyn Dare 《Performance Improvement》2014,53(10):6-11

Do not forget learning transfer while crafting your learning and development initiatives. A research‐driven model allows your organization to adapt quickly and make real‐time adjustments to your learning strategy.  相似文献   

Doctoral and nondoctoral practicing school psychologists: Are there differences?     

Michael B. Brown  Monica L. Swigart  Larry M. Bolen  Cathy W. Hall  Raymond T. Webster 《Psychology in the schools》1998,35(4):347-354

The purpose of this study was to examine and describe differences between doctoral and nondoctoral practicing school psychologists. Participants selected for the study were school psychologists who were full-time practitioners in a school setting. The sample was randomly selected from the 1992 National Association of School Psychologists Membership Database. Four hundred forty persons were selected to serve as a sample of the NASP membership, and 359 responded to the survey. Of those that responded, 232 were full-time practitioners employed in the schools and formed the sample used in the data analysis. Overall, doctoral and nondoctoral school psychologists were very much alike in terms of age, gender, and years of experience. Doctoral level school psychologists were more likely to be employed in urban areas. Both groups spend a similar amount of time participating in seven different job activities. Doctoral and nondoctoral level practitioners working in schools maintain high levels of job satisfaction and the majority intend to remain in their current position and the profession for the next five years. Higher salaries and an increased likelihood of having a private practice outside of school are the major differences between doctoral and nondoctoral school psychologists practicing in the schools. Future evolution of the role of school psychologists may allow for the increased use of the advanced skills obtained by doctoral level school psychologists. © 1998 John Wiley & Sons, Inc.  相似文献   

The private value of software patents     

Bronwyn H. Hall 《Research Policy》2010,39(7):994-1009

We investigate the value creation or destruction associated with the introduction of software patents in the United States in two ways. The first looks at the cumulative abnormal returns to Information and Communication Technology (ICT) firms around the time of important court decisions that impacted software patents, and the second analyzes the relationship between firms’ stock market value, the sector in which they operate, and their holdings of software patents. We conclude that the market evaluated software patents as a negative development ex ante. Ex post, a greater number of firms in all ICT sectors invested in these patents, and these firms had slightly higher market values than those with no software patents. However, while we obtain clear evidence that the technological importance or quality of patented innovation mattered for the market value of hardware firms both before and after the legal changes, it is less clear that the marginal patent right per se was associated with increases in market value, and there are no significant valuation effects associated with patents for pure software firms after the change.  相似文献   

Finding the right term: Retrieving and exploring semantic concepts in astronomical vocabularies     

Alasdair J.G. Gray  Norman Gray  Christopher W. Hall  Iadh Ounis 《Information processing & management》2010

Astronomy, like many domains, already has several sets of terminology in general use, referred to as controlled vocabularies. For example, the keywords for tagging journal articles, or the taxonomy of terms used to label image files. These existing vocabularies can be encoded into skos, a W3C proposed recommendation for representing vocabularies on the Semantic Web, so that computer systems can help users to search for and discover resources tagged with vocabulary concepts. However, this requires a search mechanism to go from a user-supplied string to a vocabulary concept.  相似文献