Electronic services in the public sector: A conceptual framework   总被引：1，自引：0，他引：1  

Ida Lindgren  Gabriella Jansson 《Government Information Quarterly》2013

Electronic services provided by governmental organizations, here referred to as public e-services, are frequently discussed in the e-government literature. There is, however, little consensus on the meaning of the concepts used to describe and discuss these e-services, and hence, the literature is full of synonymous terms and concepts. This paper is conceptual and presents efforts to understand e-services in the public sector domain by unpacking the public e-service concept into three dimensions; as being (1) a service, (2) electronic, and (3) public (as contrasted to being private). Based on a hermeneutic analysis, these dimensions are discussed in a number of combinations, illustrating that a multi-dimensional take on public e-services must be adopted in order to capture the complexity of governmentally supplied e-services and contribute to theory development, as well as practical utility.  相似文献   

Evolution 2.0. The Unexpected Learning Experience of Making a Digital Archive     

Casper Andersen  Jakob Bek-Thomsen  Mathias Clasen  Stine Slot Grumsen  Hans Henrik Hjermitslev  Peter C. Kjærgaard 《Science & Education》2013,22(3):657-675

Studies in the history of science and education have documented that the reception and understanding of evolutionary theory is highly contingent on local factors such as school systems, cultural traditions, religious beliefs, and language. This has important implications for teaching evolution in primary and secondary schools. No universal strategy can be applied in overcoming the barriers of learning that exist and that are part of the practical and daily life in classrooms all over the world. In light of this, a huge challenge is to make high standard teaching materials fit to specific target audiences readily available. As more and more schools require teachers to use low cost or free web-based materials, in the research community we need to take seriously how to facilitate that demand in communication strategies on evolution. This article addresses this challenge by presenting the learning experience of making a digital archive of Danish Darwin editions that marked the beginnings of a series of public engagement and teaching initiatives including, among other things, comprehensive new websites, exhibits, lecture series, television documentaries, and a computer game.  相似文献   

Unlocking the Philosophy of Science     

Holly Andersen 《Metascience》2008,17(3):407-410

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REPORTING PUBLIC OPINION POLLS: THE MEDIA AND THE 1997 CANADIAN ELECTION     

Andersen  Robert 《Int. Journal of Public Opinion Research》2000,12(3):285-298

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Cultural Differences Between Anglos And Chicanos     

Ida santos Stewart 《Equity & Excellence in Education》2013,46(6):21-23

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SCIENCE TEACHERS’ VOICE ON HOMEWORK: BELIEFS,ATTITUDES, AND BEHAVIORS     

Kukliansky  Ida  Shosberger  Itai  Eshach  Haim 《International Journal of Science and Mathematics Education》2014,14(1):229-250

Homework (HW) is an integral part of the learning process. Currently, there is renewed interest and controversy about its effectiveness. The present study explores the voices of the science teachers on this matter. Adopting the view that reporting both teachers’ views and actual classroom practices is necessary for obtaining a more complete view of the phenomena, the present study addressed teachers’ views relating to the cognitive, affective, and pedagogical aspects of HW, their in-class practices and behaviors related to HW, and if the views and practices differ. The research was conducted in 3 stages: (a) teachers’ (n = 25) behaviors were examined based on classroom observations of 3 – 5 consecutive lessons, (b) these teachers were interviewed about their beliefs about and attitudes toward HW, and (c) the data from both the observations and interviews were processed into categories and subcategories. The findings revealed a wide range of teachers’ beliefs, attitudes, and behaviors and that teachers hold both positive and negative views simultaneously. In addition, the views for some categories expressed in the interviews concurred with the teacher’s actual classroom behavior; for other categories, disagreements were identified. This research broadens the contemporary horizons regarding HW and may contribute to those who wish to work with teachers making HW more effective.

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Efficiency through digitalization? How electronic communication between frontline workers and clients can spur a demand for services     

Ida Bring Løberg 《Government Information Quarterly》2021,38(2):101551

The increasing use of electronic government comes with great expectations of efficient service provision. However, frontline workers who use the information and communication technologies (ICTs) and implement digital services have received less attention. This article examines how frontline workers in the Norwegian Labor and Welfare Administration (NAV)¹ perceive electronic communication with clients in terms of its efficiency. The empirical data consist of interviews with frontline workers in NAV, who argue both for and against the efficiency of electronic communication. The frontline workers find that electronic communication saves them time, but also makes them more available to clients. While it is desirable that services are available, this can also reduce the cost to clients of seeking services. Based on a street-level perspective, I argue that the availability of services through electronic communication can spur a demand for services. This implies that there is a potential resource trade-off between efficient services and available services.  相似文献   

Creating School Environments Responsive to Gay,Lesbian, Bisexual,and Transgender Families: Traditional and Systemic Approaches for Consultation     

Ida Jeltova  Marian C. Fish 《Journal of educational and psychological consultation》2013,23(1-2):17-33

The authors review research on (a) gay, lesbian, bisexual, and transgender (GLBT) families and the nature of discrimination against them; (b) school factors that hinder and facilitate equity for GLBT families; (c) instituting change through organizational consultation or large group-level strategies; and (d) instituting change through traditional consultation or small group and individual level strategies. Taking an ecological perspective, the school is viewed as a system trying to maintain the status quo in the face of increasing pressures to change. The need for systemic change when establishing antiharassment and GLBT-friendly environments in schools is highlighted. The consultant identifies the obstacles hindering change and empowers the system to reorganize itself and connect with resources that will help establish collaboration between straight and gay members of the school community. This role requires a unique combination of expertise in social processes, group dynamics, organizational change, and GLBT issues. Specific consultant strategies for small groups and individuals are identified. Resources for consultants and future research directions also are provided.  相似文献   

Teachers’ gender bias in STEM: Results from a vignette study     

Ida Gran Andersen 《British Educational Research Journal》2023,49(4):833-851

Gender stereotypes in the natural sciences may discourage girls from pursuing STEM fields, thus contributing to the differential STEM pathways of males and females. This paper exploits quasi-experimental data from a vignette study to investigate teachers’ gender bias in STEM at the transition to upper secondary school in Denmark—a key stage in students’ educational trajectories. I investigate if teachers have a higher probability of recommending a STEM track to a (vignette) male student compared with a (vignette) female student and if teachers’ STEM recommendations interact with their demographic characteristics. Results show that, while there is a gender gap of 10 percentage points in the likelihood of being recommended a STEM track, the difference is not statistically significant. Furthermore, teachers’ gender bias is influenced by the teacher's own gender and cultural capital. Consequently, the paper shows that teachers’ gender bias varies with teachers’ demographic characteristics and teachers with high levels of cultural capital can push back against gender stereotypes in STEM.  相似文献   

Assessing task-orientation potential in primary science textbooks: Toward a new approach     

Katja N. Andersen 《科学教学研究杂志》2020,57(4):481-509

Task orientation is currently a prominent concept under discussion in primary school didactics. It focuses on tasks along which pupils acquire competences on distinct levels of competence. The qualitative empirical study TAPSE (Textbook Analysis in Primary Science Education) pursues the question which conception of task orientation is present in current textbooks in primary science education. The study follows two foci: (a) The introduction of a new category system for the analysis of the task-orientation potential of tasks, based on the further development of existing category systems for analyzing tasks; and (b) the analysis of 994 task statements in science textbooks with respect to the didactic quality of their task orientation. The sample included nine primary science textbooks, four from Germany, and five from Luxembourg. Textbooks were selected from the most frequently sold series in the respective country. All tasks of the textbooks were analyzed deductively and inductively by four coders in three steps: (a) Identifying tasks with task-oriented potential; (b) itemizing different types of task-orientation potential; and (c) comparing the textbooks with respect to country- and period-specific manifestations of task orientation. Analysis indicated that (a) there are few tasks which meet the criteria of task orientation; (b) distinct types of task orientation can be generated, among which implicit forms dominate; and (c) differences occur in the characteristics of task orientation between older and newer textbooks as well as between German and Luxembourgish ones. Central points of discussion ensue from this: The need to develop models for social and cognitive activation for tasks, challenges for professional development for teachers, and support for pupils—in particular high achieving heterogenization.  相似文献