Innovation and regional economic development: A matter of perspective?     

Jeremy Howells 《Research Policy》2005,34(8):1220-1234

This paper investigates the issue of innovation policy within a regional context. It is presented that the perspective one takes is important both in how one interprets the processes and relationships involved, but also in the way one identifies barriers and problems in policy formation and how one resolves them. The paper explores a number of contrasting perspectives in relation to innovation policy and the regions and seeks to highlight the implications of this both for policy, but also in the development of our conceptual understanding about innovation and geography.  相似文献   

Collaboration by academic libraries: What are the benefits,what are the constraints,and what do you need to do to be successful?     

Jeremy Atkinson 《New Review of Academic Librarianship》2019,25(1):1-7

  相似文献   

The Feasibility of Single-Item Measures for Organizational Justice     

Jeremy S. Jordan  Brian A. Turner 《Measurement in physical education and exercise science》2013,17(4):237-257

Researchers in a number of disciplines have examined the utility of single-item measures for both affective and cognitive constructs. While these authors have indicated that, under certain circumstances, the use of single-item measures is appropriate, there remains concern regarding the reliability and validity of single-item measures. This study attempts to address these concerns by comparing the reliability and validity of single-item and full-scale measures for three dimensions of organizational justice. There are an increasing number of studies in organizational behavior, as well as sport management, that have explored the importance of justice and its influence on various attitudes and behaviors. However, to date there have been no attempts to develop single-item measures for each of the dimensions of organizational justice. The development of single-item measures for organizational justice could provide researchers with practical and psychometric advantages compared with full-scale measures. Two separate methods were used to test the reliability of single-item measures while concurrent validity was measured with a global measure of job satisfaction. Single-item measures demonstrated comparable concurrent validity, and, with one exception, the reliability estimates were all above .70.  相似文献   

Challenges and opportunities: using a science-based video game in secondary school settings     

Rachel Muehrer  Jennifer Jenson  Jeremy Friedberg  Nicole Husain 《Cultural Studies of Science Education》2012,7(4):783-805

Simulations and games are not new artifacts to the study of science in secondary school settings (Hug, Kriajcik and Marx 2005), however teachers remain skeptical as to their value, use and appropriateness (Rice 2006). The difficulty is not only the design and development of effective play environments that produce measurable changes in knowledge and/or understanding, but also in their on-the-ground use (Jaipal and Figg 2010). This paper reports on the use of a science-focused video game in five very different secondary school settings in Ontario, Canada. A mixed-methods approach was used in the study, and included data gathered on general gameplay habits and technology use, as well as informal interviews with teachers and students who played the game. In total, 161 participants played a series of games focused on the ??life of a plant??, and were given both a pre and post quiz to determine if the game helped them retain and/or change what they knew about scientific processes like plant cell anatomy and photosynthesis. Participants showed statistically significant improvement on quizzes that were taken after playing the game for approximately one-hour sessions, despite difficulties in some cases both accessing and playing the game for the full hour. Our findings also reveal the ongoing challenges in making use of technology in a variety of school sessions, even when using a browser-based game, that demanded very little other than a reliable internet connection.  相似文献   

The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy     

Becky Francis  Nicole Craig  Jeremy Hodgen  Becky Taylor  Antonina Tereshchenko  Paul Connolly 《British Journal of Sociology of Education》2020,41(5):626-642

Abstract

The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late the following year; enabling analysis of impact over time. After controlling for prior attainment, the gap in general self-confidence between students in the top and bottom sets for mathematics is shown to widen over time, and high set students’ self-confidence in English had also grown significantly; although there was not further widening in the cases of self-confidence in mathematics or in general self-confidence between students in the top and bottom sets for English. Implications of these findings for interventions directed at addressing educational disadvantage are discussed.  相似文献   

A virtual internship to prepare high school students for civic and political action     

Chen  Jason A.  Stoddard  Jeremy D. 《Educational technology research and development : ETR & D》2020,68(6):3449-3470

Educational technology research and development - We explored the impact of participating in a Virtual Internship (VI) computer-supported collaborative learning simulation, on high school...  相似文献   

Twenty five years of cognitive care education research: Time for a revolutionary change     

Russell Porter  Jeremy Berry  Kellie Cude  Stephen Anderson  Sanfrena Britt 《Educational gerontology》2018,44(2-3):82-89

This is the third study of Cognitive Care Education in New York State nursing homes using cross-sectional methods over a 25 year period. The data indicate that the Cognitive Care Education increased at statistically significant levels, albeit by evolutionary means. It is now time for “A Revolutionary Change,” for Cognitive Care Education, whereby the ideal level of 20 to 32 hours of education is provided to cognitive care providers.

Cognitive care encompasses a range of behavioral problems that require appropriate education. These might include communication difficulties, perseveration (repetition of an idea or activity), aggressive behaviors, paranoia, memory problems, and wandering (Savundranayagam & Orange, 2014). This study assessed Cognitive Care Education as the “Amount and type of education provided to cognitive care providers on how to care for the cognitively impaired including knowledge and skills to understand cognitive impairments and requisite standards to improve quality of care and life.”

It is apparent that nursing home employees are cognizant of cognitively impaired residents’ needs. However, the Cognitive Care Education providers receive on the job, is still inadequate to understand the overall needs of cognitively impaired, as indicated by our most recent research in 2016 (i.e., 3.81 hours). We recommend that at least 20 hours of Cognitive Care Education be provided to care providers, with a second recommendation that 32 hours would be ideal that follows the Alzheimer’s Association recommendation. The primary focus of the research studies here is to ensure care-providers are adequately trained to take care of the cognitively impaired.  相似文献   

Exploring the retention and success of students with disability in Australian higher education     

S. Kilpatrick  S. Johns  R. Barnes  S. Fischer  D. McLennan  K. Magnussen 《International Journal of Inclusive Education》2017,21(7):747-762

The proportion of higher education students with disability is increasing. We know there is institutional variation in retention and performance of higher education students with disability, and there is a need to understand the reasons for this. This exploratory national study examines supports and adjustments provided by universities, including the role of disability practitioners, influence retention and performance of students with disability. The study uses a mixed-methods approach. National equity retention and performance data are analysed by higher education institution. Qualitative data on institutional policies and practices collected from a purposive sample of Australian higher education institutions are then analysed. Findings from the study include identification of factors linked to retention and performance of students with disability, including different types of disability.  相似文献   

Iterative and Event-Based Frameworks for University and School District Technology Professional Development Partnerships     

Joseph Winslow  Jeremy Dickerson  Carmen Weaver  Fair Josey 《TechTrends》2016,60(1):56-61

  相似文献   

Comparison of most‐to‐least to error correction for teaching receptive labelling for two children diagnosed with autism     

Justin B. Leaf  Aditt Alcalay  Jeremy A. Leaf  Kathleen Tsuji  Alyne Kassardjian  Stephanie Dale  John McEachin  Mitchell Taubman  Ronald Leaf 《Journal of Research in Special Educational Needs》2016,16(4):217-225

Prompting systems are guidelines of when to provide learners with prompts and when to fade prompts. Today, there are several prompting systems implemented to teach receptive labeling to individuals diagnosed with autism spectrum disorders and other disabilities. This study compared most‐to‐least prompting to an error correction procedure involving feedback and remedial trials for teaching two children with autism a variety of receptive labels. All teaching was implemented in a one‐to‐one instructional setting. Researchers taught each participant how to receptively identify 18 pictures; nine were taught using error correction and nine were taught using most‐to‐least. The researchers utilized an adapted alternating treatment design nested into a multiple probe design to evaluate the two procedures. Results indicated that participants were able to reach mastery criterion on 100% of skills taught using the error correction and were able to reach mastery criterion on 88.9% of skills taught using most‐to‐least. Additionally, error correction tended to require fewer trials for participants to reach mastery criterion.  相似文献