Maggie Berg and Barbara K. Seeber: The Slow Professor: challenging the culture of speed in the academy     

Kate Mattocks 《Higher Education》2017,74(2):377-379

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Closing the Gap: Principal Perspectives on an Innovative School-Based Mental Health Intervention     

Kate F. Blackman  Joelle D. Powers  Jeffrey D. Edwards  Kate M. Wegmann  Ethan Lechner  Danielle C. Swick 《The Urban Review》2016,48(2):245-263

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Gaining from interactions with universities: Multiple methods for nurturing absorptive capacity     

Kate Bishop  Andy Neely 《Research Policy》2011,40(1):30-40

This paper examines the various methods through which firms benefit from interactions with universities, arguing that such benefits are instrumental in nurturing the multiple facets of a firm's absorptive capacity. We bring together data collected from a survey of UK firms that collaborated with universities, and firm-level data on past partnerships with universities. The results show that benefits from interactions with universities are multifaceted, including enhancement of the firm's explorative and exploitative capabilities. Results also indicate that firms’ R&D commitments, geographical proximity to and research quality of university partners have a distinct impact on the different types of benefits from interactions with universities. We find geographical proximity is crucial for assessing problem-solving as an important benefit, while interactions with top quality universities have a positive influence on the benefits associated with firms’ downstream activities. We discuss the implications of these findings for research and policy.  相似文献   

Informal science institutions and learning to teach: An examination of identity,agency, and affordances     

Jennifer D. Adams  Preeti Gupta 《科学教学研究杂志》2017,54(1):121-138

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Nature as children's space: A systematic review     

Sabirah Adams  Shazly Savahl 《The Journal of environmental education》2017,48(5):291-321

The emerging interest in “spaces of childhood” over the past two decades can be identified across numerous disciplines. A substantial body of research has indicated that children's active engagement within the natural environment is associated with a range of cognitive, physical, affective, and moral developmental benefits. Although research on children's space and place is a burgeoning field, currently only one identified systematic review exists within the literature investigating the benefits of children's engagement in nature. The aim of this article was thus to systematically review and synthesize the findings of children's understandings and engagement with nature as a space. After a systematic search of the literature, 83 articles were included in this review with study samples spanning across children aged 3 to 18 years old. The review underscores four thematic domains derived utilizing thematic analysis. It is ostensible from the results that children's perceptions of and engagement in nature as a space and place are multifarious, benefiting children's well-being in myriad ways. At a foundational level, more research is required to deepen understandings about how children in differing contexts construct nature.  相似文献   

The Diagnosis of Autism Spectrum Disorder in Urban Indonesia: A Brief Report     

Fransisca Febriana Sidjaja  Peter Anthony Newcombe  Irwanto  Kate Sofronoff 《International Journal of Disability, Development & Education》2017,64(1):33-44

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Cetacean Frustration: The Representation of Whales and Dolphins in Picture Books for Young Children     

Ellen S. Beaumont  Phillipa Mudd  Ian J. Turner  Kate Barnes 《Early Childhood Education Journal》2017,45(4):545-551

To enable children to develop towards becoming part of the solution to environmental problems, it is essential that they are given the opportunity to become familiar with the natural world from early childhood. Familiarity is required to develop understanding of, care for and, ultimately, action in terms of protecting the natural world. As adult-led reading of picture books is a common form of indirect exposure to the natural world for young children, this study examines the biological accuracy of the representation of whales and dolphins in the images and text of picture books. Of the total of 116 books examined, 74 (63.8?%) had errors in the representation of cetaceans in the images and/or text. Errors were identified in both fictional (mean?=?8.0 errors/book, SD?=?11.1, n?=?55) and non-fictional (mean?=?2.3 errors/book, SD?=?4.9, n?=?61) books. The potential impact of the errors is discussed, and suggestions are made as to how the impact could be reduced and how the biological accuracy of picture books could be improved.  相似文献   

Beginning secondary science teacher induction: A two‐year mixed methods study     

Julie A. Luft  Jonah B. Firestone  Sissy S. Wong  Ira Ortega  Krista Adams  EunJin Bang 《科学教学研究杂志》2011,48(10):1199-1224

Those who study secondary science teachers are often concerned with preservice or in‐service teacher development. Science teacher educators have acknowledged that this focus is limited, as the induction years of beginning teachers are an important component of teacher development. This mixed methods study focuses on the induction years of beginning content specialists, with the intention of adding to the literature in this underexamined area. The secondary science teachers in this study were followed during their first and second year of teaching in order to understand the changes in their beliefs, pedagogical content knowledge (PCK) and practices as a group, and as they participated in different induction programs. Analysis by induction program revealed that first year teachers who participated in science specific induction programs strengthened their beliefs, PCK, and practices. By the end of the second year, regardless of program, most of the teachers shared similar beliefs and PCK. However, the teachers in the science specific induction programs continued to enact more interactive learning environments that had more investigations and laboratories than did their peers in the other induction programs. For those who work with beginning science teachers, this study suggests that the induction of science specialists is an important area of work. It also explores the complex process of induction, and calls for more research into how beginning secondary science teachers learn and what types of induction experiences can best support beginning science teachers. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1199–1224, 2011  相似文献   

Teacher learning communities and educational change in Scotland: The Highland experience     

Mark Priestley  Kate Miller  Louise Barrett  Carolyn Wallace 《British Educational Research Journal》2011,37(2):265-284

This article discusses the issue of the sustainability of educational change in the light of findings from research undertaken in tandem with a development project initiated by a Scottish Education Authority, The Highland Council. The paper reviews some of the key themes that have emerged from recent literature on educational change, before drawing on the project data to address two key issues: the factors that have helped to promote and sustain changes within the schools; and the barriers to innovation experienced in these schools. We conclude the article by identifying a range of considerations that should be taken into account by those seeking to innovate and we suggest that, while the Highland model for change has enjoyed a degree of success in inculcating change, more needs to be done to address systemic issues, such as the pervasive influence of a narrow attainment agenda in shaping classroom practice.  相似文献   

From ‘ritual’ to ‘mindfulness’: policy and pedagogic positioning   总被引：2，自引：0，他引：2  

Paul Adams 《Discourse: Studies in the Cultural Politics of Education》2011,32(1):57-69

Schools and professionals respond to statute in different ways. However, professional activity is more than mediated response to policy. Versions of pedagogy are not simply envisaged on high and enacted in the workplace. This paper examines how professional views formulate policy imperatives. It proposes that to understand pedagogy requires an understanding of the ways in which professional selves are realised in relation to the policy formation process. To do this, positioning theory is used to describe how practice produces policy. Accordingly, the paper examines the dynamic interplay between: first, the story lines unfolding within and outside school; second, the positions adopted by individuals in the course of pedagogic decision-making. Third, the illocutionary (that achieved in saying something) and perlocutionary (that achieved by saying something) effects of language. Following this ‘positioning triad’, the paper proposes ‘pedagogy as ritual’ and ‘pedagogy as mindfulness’ and how these are representative, respectively, of limiting and delimiting pedagogic discourses.  相似文献