The unsustainable directionality of innovation - The example of the broadband transition     

Inge Røpke 《Research Policy》2012,41(9):1631-1642

Information and communication technology (ICT) can be seen as a general-purpose technology with wide-ranging socio-economic and environmental implications across sectors. ICTs also constitute a system of technologies with stronger internal links since the emergence of the Internet and broadband as a new information infrastructure. The new infrastructure has co-evolved with widespread integration of ICTs in everyday life, and consumer demand has been decisive for ICT innovation. This article explores the environmental directionality of ICT innovation and the broadband transition, focusing mainly on energy impacts. It is argued that much innovation tends to develop in an unsustainable direction and that public regulation falls far short of the challenge. Transition theory is applied to analyze the background for the unsustainable development and the reasons why environmental concerns do not figure more prominently in the broadband transition. Finally, it is discussed how the direction of ICT innovation could be influenced in order to realize more of the positive sustainability potential.  相似文献   

Versions of Vocationalism: an analysis of some social and political influences on curriculum policy and practice     

Inge Bates 《British Journal of Sociology of Education》1989,10(2):215-231

This paper reports a case study which tests and develops further theories which seek to explain the social and political processes which shape curricular definitions. It is grounded in research into a critical phase in the history of careers education. In contrast with other studies of the process of defining curricula, the factors involved are explored both over time and at a number of levels of operationalisation. At these various levels careers education was, for example, successively devocationalised, radicalised, devocationalised and revocationalised. Through comparative analysis of the material, a model is developed which helps to explain the development of these distinctly different versions of vocationalism, drawing on both interactionist and neo‐Marxist perspectives.  相似文献   

Coaching and mentoring: Theory and practice – By Bob Garvey et al     

Inge Martin 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(6):1144-1145

  相似文献   

The coaching handbook     

Inge Martin 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):252-253

  相似文献   

Bandwagons also go to funerals. Unmailed letter 3     

B Blatt 《Journal of learning disabilities》1979,12(5):288-291

  相似文献   

Establishing ‘fields of care’: teaching settings as active participants in science education     

Erica N. Blatt 《Cultural Studies of Science Education》2014,9(1):123-131

In their article, “Space, relations, and the learning of science,” Wolff-Michael Roth and Pei-Ling Hsu draw our attention to the importance of field in the teaching and learning of science. While the Roth and Hsu study is focused on the scientific research laboratory as an internship setting for the teaching of science, this response to their paper expands the discussion of the settings where science is taught in order to bring to the fore some of the affordances and challenges associated with teaching science in specific fields. By extending our thinking about the settings where science is taught/learned and the active role these settings play in teaching our students, we can re-envision how to better utilize a variety of fields in the teaching of science. The notion of ‘field of care’ is explored as a way of both finding and building connections between students and the settings where science is experienced.  相似文献   

Fitzgerald,Faulkner, and Little Lord Fauntleroy     

M. Thomas Inge 《Journal of American culture (Malden, Mass. : 2003)》2003,26(4):432-438

  相似文献   

Young people’s perceptions of relationships and sexual practices in the abstinence-only context of Uganda     

Billie de Haas  Inge Hutter  Greetje Timmerman 《Sex education》2017,17(5):529-543

The Ugandan government has been criticised on several grounds for its abstinence-only policies on sexuality education directed towards young people. These grounds include the failure to recognise the multiple realities faced by young people, some of whom may already be sexually active. In the study reported on this paper, students’ perceptions of relationships and sexual practices were analysed to obtain an understanding of how young people construct and negotiate their sexual agency in the context of abstinence-only messages provided in Ugandan secondary schools and at the wider community level. Ten in-depth interviews and six focus group discussions were conducted with students aged 15–19 years (N = 55) at an urban co-educational secondary school. Data were transcribed verbatim and analysed using grounded theory. Findings show that students engage in sexual activity despite their belief that contraception is ineffective and their fears for the consequences. Students’ age, gender, financial capital and perceived sexual desire further increase risk and vulnerability. To improve their effectiveness, school-based sexuality education programmes should support students to challenge and negotiate structural factors such as gender roles and sociocultural norms that influence sexual practices and increase vulnerability and risk.  相似文献   

Schulformen als differenzielle Lernmilieus
Institutionelle und kompositionelle Effekte auf die Leistungsentwicklung im Fach Franz?sisch     

Marko Neumann  Inge Schnyder  Ulrich Trautwein  Alois Niggli  Oliver Lüdtke  Rico Cathomas 《Zeitschrift für Erziehungswissenschaft》2007,10(3):399-420

Auf der Basis von zwei repr?sentativen Schülerstichproben der Schweizer Kantone Wallis (N = 926) und Fribourg (N = 778), die w?hrend der 8. Jahrgangsstufe im Fach Franz?sisch als Fremdsprache unterrichtet wurden, geht der vorliegende Beitrag der Frage nach, ob Schülerinnen und Schüler je nach besuchtem Bildungsgang unterschiedliche Fortschritte in der Entwicklung ihrer Fachleistungen machen. Von besonderem Interesse ist dabei, ob und in welchem Ausma? die Zusammensetzung der Schülerschaft (Kompositions-effekte) und m?glicherweise auch institutionell differierende didaktische und curriculare Angebote zwischen den Bildungsg?ngen (Institutionseffekte) als lernmilieupr?gende Faktoren von Bedeutung für die Entwicklung der Fachleistungen sind. In Mehrebenenanalysen zeigten sich auch nach Kontrolle der individuellen Eingangsvoraussetzungen (einschlie?lich des Vorwissens) bedeutsame Unterschiede in den Lernzuw?chsen an den verschiedenen Bildungsg?ngen. Die weiteren Analysen lassen darauf schlie?en, dass sowohl von kompositionellen als auch institutionellen Effekten auf die Leistungsentwicklung auszugehen ist.  相似文献   

A sociocultural investigation of pre-service teachers’ outdoor experiences and perceived obstacles to outdoor learning     

Teresa J. Shume  Erica Blatt 《Environmental Education Research》2019,25(9):1347-1367

Abstract

This study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N?=?95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed.  相似文献