Exploring dynamics and strategies of niche protection     

Wouter P.C. Boon  Ellen H.M. Moors  Albert J. Meijer 《Research Policy》2014

This paper focuses on the processes and strategies of advocates and opponents in creating, maintaining and/or contesting the protective spaces in which ‘urgently needed’ but ‘risky’ pharmaceutical innovations are managed. Drawing on transition literature and recent work on niche protection, this paper adds to the conceptualisation and empirical grounding of niche protection by studying the dynamics of protection, in particular the different phases of niche development. Moreover, the links between niche protection processes and protection strategies pursued by niche players are explored. Dynamics of niche protection are explored in two case studies: the monitoring of treatments for HIV and of a vaccination against pandemic influenza. We conclude that niche protection depends on interactions between network building, empowerment activities and the construction of a positive niche narrative vis-à-vis anti-narratives raised by actors outside the niche. Furthermore, the nature of learning within a niche and the niche's robustness are determined by whether the strategies are predominantly accommodating or restrictive.  相似文献   

A dialogical approach to conceptualizing teacher identity   总被引：4，自引：0，他引：4  

Sanne F. Akkerman  Paulien C. Meijer 《Teaching and Teacher Education》2011,27(2):308-319

In recent attempts to address the notion of teacher identity, scholars have stressed how identity is dynamically evolving, intrinsically related to others, and consists of multiple identities. Though these postmodern characterizations represent radically new perceptions of identity, they are not extensively discussed in relation to previous assumptions on singularity or sameness of teacher identity. The emerging theory of dialogical self in psychology offers a more elaborate approach to teacher identity, conceived of as both unitary and multiple, both continuous and discontinuous, and both individual and social. Based on this approach, teacher identity is re-defined and implications for research are identified.  相似文献   

Zwick,R. (2017). Who Gets In? Strategies for Fair and Effective College Admissions. Cambridge,MA: Harvard University Press.          下载免费PDF全文

A. Susan M. Niessen  Rob R. Meijer 《Journal of Educational Measurement》2017,54(4):550-553

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Improving Interpersonal Teacher Behaviour in the Classroom: a systems communication perspective     

Hans Créton  Joost Hermans  Theo Wubbels 《Asia-Pacific Journal of Teacher Education》1990,18(2):85-94

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Key experiences in student teachers’ development     

Paulien C. Meijer  Gitta de Graaf  Jacobiene Meirink 《Teachers and Teaching》2013,19(1):115-129

This study focuses on the question of why student teachers stay in teaching even after a profound ‘practice shock,’ i.e., a shock that in itself seems to characterize the complex and emotionally challenging first year of student teaching. Using a line drawing technique, the study investigates student teachers’ views of their first year of teaching by examining how they picture their development, their key experiences during that development, and the ways in which they coped with these experiences. The results suggest that most student teachers perceive their own development not as a steadily ascending line as is often suggested by research on the development of teachers’ professional identity. Instead, we now surmise that most student teachers view their development as a path with highs and lows that include transformative moments or periods. This relates to the idea of transformative learning and to theories on identity development that suggest people need a crisis for identity development to occur. During such a crisis, we saw that student teachers explicitly reconsidered their connections to teaching and that this reconsideration led to a regained motivation for teaching. It appeared that supervisors or mentor teachers played a significant role in first‐year (student) teachers’ regaining motivation for teaching.  相似文献   

Assessing instructional conceptions: A task-based approach     

Geraldine Clarebout  Jan Elen  Rebecca Léonard  Joost Lowyck 《Educational Research and Evaluation》2013,19(2):109-125

ABSTRACT

This article addresses the labour market effects of two rather different forms of vocational education, full‐time education with practice periods that have no employment status versus dualized education with an emphasis on continuous on‐the‐job/in‐service training and employee status for the apprentice. Although most developed countries know both forms of vocational education, these usually have clearly different positions in a qualitative (standardization of curricula and degrees) and a quantitative (cohort shares) sense. The Netherlands present an interesting case, because in this country both systems coexist and contribute largely to the vocational training of each new generation. That provides a good opportunity for investigating differences in the labour market effects of these ‘treatments’ in vocational education. In this article, differences in labour market careers (i.e. the chances of getting promoted or getting unemployed) between graduates from full‐time vocational education and from the dual system are explored, using event history analysis. The results show that graduates from full‐time tracks have higher chances of getting promoted. However, the period of transition to the labour market is very unstable, involving job shifts and periods of unemployment. Graduates from the dual system on the other hand experience a more stable period of labour market entry. At the same time their careers often involve many dead‐end jobs, from which no promotion takes place. Moreover, they have difficulty in transfering their skills to other sectors than the sector for which they are trained.  相似文献   

Social media strategies: Understanding the differences between North American police departments     

Albert Meijer  Marcel Thaens 《Government Information Quarterly》2013

Within a short timeframe, social media have become to be widely used in government organizations. Social media gurus assume that the transformational capacities of social media result in similar communication strategies in different organizations. According to them, government is transforming into a user-generated state. This paper investigates this claim empirically by testing the claim of convergence in social media practices in three North-American police departments (Boston, Washington DC and Toronto). The research shows that the social media strategies are widely different: the Boston Police Department has developed a ‘push strategy’ while the Metropolitan Police Department in DC has developed a ‘push and pull strategy and the Toronto Police Service a ‘networking strategy’. The paper concludes that a combination of contextual and path-dependency factors accounts for differences in the emerging social media strategies of government organizations. Social media have a logic of their own but this logic only manifests itself if it lands on fertile soil in a government bureaucracy.  相似文献   

Innovating Education Through the Use of New Technologies: Reflections from the Field (Part 1)     

Christel Claeys  Joost Lowyck  Georges Van der Perre 《Educational Media International》2013,50(3):144-152

Abstract

A series of in‐depth interviews was conducted with a sample of 65 experts on the challenges and opportunities of introducing Information and Communications Technology (ICT) into education. Interviewees were chosen for their expertise in the field, and the interviews reflect mainstream ideas and concerns on learning and learning support of the future, challenges and emerging changes at the organizational level of the educational institution, and new tasks and responsibilities for educational policy makers.  相似文献   

Instructional metacognitive knowledge: A qualitative study on conceptions of freshmen about instruction     

Jan Elen  Joost Lowyck 《课程研究杂志》2013,45(3):421-444

Many studies have pointed to the limited direct effectiveness of instructional interventions and one explanation of this has drawn attention to the importance of 'instructional metacognitive knowledge'. In this exploratory study, instructional metacognitive knowledge of university freshmen is addressed by means of a survey covering: (a) instruction in general, (b) instruction in two different environments, and (c) specific delivery systems and concrete instructional interventions. While some differences appeared in the answers on different sets of questions, also large similarities were found. The results show students' knowledge about instruction to be mainly affected by their instructional experiences. The students' view is 'reactive' and places instructional agents at the core of the instructional process. The findings provide additional support for the importance of correspondence between learners' and teachers' views on instructional interventions if forms of support for students' learning are to be effective.  相似文献   

Nothing but the Facts?     

Jan Boesman  Irene Costera Meijer 《Journalism Practice》2018,12(8):997-1007

This paper seeks to understand how journalists deal with storytelling and truth-seeking in their daily news practice. While storytelling is usually studied through texts, we approached it from a practice perspective, combining data from three ethnographic studies in which 36 beat reporters and 13 journalistic storytelling experts were extensively interviewed. Because of the emphasis journalists place on “finding out the truth” in public discourses, it is tempting for academics to present them as naive truth-seekers. However, by means of an interpretative repertoire analysis of their “practice” discourses, we seek to enlarge the discursive space to talk about the supposed tension between story and reality. Although departing from the idea that all news making is storytelling, the interviewed journalists consider news making and storytelling as distinct—and sometimes opposing—practices. These professional practices serve as the framework around which five storytelling repertoires are organized.  相似文献