The making of an exemplary online educator     

Margaret Edwards  Katherine Janzen 《Distance Education》2011,32(1):101-118

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The effectiveness of university knowledge spillovers: Performance differences between university spinoffs and corporate spinoffs   总被引：2，自引：0，他引：2  

Karl Wennberg  Johan Wiklund  Mike Wright 《Research Policy》2011,40(8):1128-1143

While much prior research has focused upon how the Technology Transfer Offices (TTOs) and other contextual characteristics shape the level of university spinoffs (USO), there is little research on entrepreneurial potential among individual academics, and to the best of our knowledge, no comparative studies with other types of spinoffs exist to date. In this paper we focus on an important but neglected aspect of knowledge transfer from academic research involving the indirect flow to entrepreneurship by individuals with a university education background who become involved in new venture creation by means of corporate spinoffs (CSO) after gaining industrial experience, rather than leaving university employment to found a new venture as an academic spinoff. We argue that the commercial knowledge gained by industry experience is potentially more valuable for entrepreneurial performance compared to the academic knowledge gained by additional research experience at a university. This leads us to posit that the average performance of CSOs will be higher than comparable USOs, but the gains from founder‘s prior experiences will be relatively higher among USOs whose founders lack the corporate context. We investigate these propositions in a comparative study tracking the complete population of USOs and CSOs among the Swedish knowledge-intensive sectors between 1994 and 2002.  相似文献   

Anatomy in occupational therapy program curriculum: Practitioners' perspectives          下载免费PDF全文

Katherine Anne Schofield 《Anatomical sciences education》2014,7(2):97-106

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Needs or rights? A challenge to the discourse of special education     

Katherine Runswick‐Cole  Nick Hodge 《British Journal of Special Education》2009,36(4):198-203

It is nearly 30 years since Mary Warnock's Report of the Committee of Enquiry into the Education of Handicapped Children and Young People introduced the phrase ‘special educational needs’ into the UK education system. In this article, Katherine Runswick‐Cole, Research Associate at Manchester Metropolitan University, and Nick Hodge, Principal Lecturer in Research Development at Sheffield Hallam University, argue for the abandonment of the ‘special needs’ discourse, claiming that it has, in fact, led to exclusionary practices within education. Building on the work of early years educators in Reggio Emilia schools in Northern Italy, the authors advocate for the adoption of the phrase ‘educational rights’ and suggest that the positive impact of such a linguistic turn would be significant for the lives of young people currently described as having ‘special educational needs’ and for children's rights.  相似文献   

Developmental word deafness and speech therapy     

Katherine de Hirsch L. C. S. T. 《Annals of dyslexia》1956,6(1):50-57

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Audiovisumatic teaching: A new dimension in education and research     

Karl U. Smith 《Educational technology research and development : ETR & D》1960,8(3):85-103

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Kinematic changes during learning the longswing on high bar     

Williams G  Irwin G  Kerwin DG  Newell KM 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(1):20-33

The purpose of this study is to provide evidence of technique changes during learning a sports-specific skill, the looped bar longswing (LLS). Thirteen male participants with no previous high bar experience took part in a training study. Kinematic data were collected using a CODA motion analysis system (200 Hz) during eight weekly testing sessions. Analyses focused on the amplitude of swing and the functional phase (FP) actions, defined by the rapid flexion to extension of the shoulders and extension to flexion of the hips as the performer passed through the lower vertical. Three groups were identified based on the number of sessions it took each participant to perform the LLS (G1: most successful, G2: intermediate, and G3: least successful). All participants were able to significantly increase swing amplitude over the training period (p < 0.05). For each participant the hip FP started significantly: later for G1, earlier for G2, and did not change for G3. Extension actions at the shoulders were dissimilar to those reported for elite gymnasts performing the longswing. The FP of the hips provides a mechanism to distinguish between the learners of different skill levels. The study has provided support for a single-subject design when investigating technique changes during learning.  相似文献   

Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives     

Anjalé D. Welton  Katherine Cumings Mansfield  Pei-Ling Lee 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):481-509

There is limited research on quantitative differences between men and women’s experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci.  相似文献   

Synergy Between Teacher Practices and Curricular Scaffolds to Support Students in Using Domain-Specific and Domain-General Knowledge in Writing Arguments to Explain Phenomena     

Katherine L. McNeill  Joseph Krajcik 《学习科学杂志》2013,22(3):416-460

We investigated how 2 different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these 2 types of support influenced students' learning of science content and their ability to write scientific arguments to explain phenomena. The context-specific scaffolds provided students with hints about the task and what content knowledge to use in or incorporate into their writing. The generic scaffolds supported students in understanding a general framework (i.e., claim, evidence, and reasoning) regardless of the content area or task. This study focused on an 8-week middle school chemistry curriculum that was enacted by 6 teachers with 578 students during the 2004–2005 school year. Analyses of identical pre- and posttests as well as videotapes of teacher enactments revealed that the curricular scaffolds and teacher instructional practices were synergistic in that the effect of the written curricular scaffolds depended on the teacher's enactment of the curriculum. The context-specific curricular scaffolds were more successful in supporting students in writing scientific arguments to explain phenomena, but only when teachers' enactments provided explicit domain-general support for the claim, evidence, and reasoning framework, suggesting the importance of both types of support in successful learning environments.  相似文献   

Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program     

Katherine C. Driscoll  Lijuan Wang  Andrew J. Mashburn  Robert C. Pianta 《Early education and development》2013,24(4):593-619

Research Findings: Banking Time is a set of techniques designed to promote positive, supportive relationships through 1-on-1 interactions between teachers and children. Web-based training resources were made available to 252 preschool teachers who received different levels of support as a component of a professional development intervention, and the purpose of this study was to examine teachers' implementation of Banking Time. Teachers with greater levels of professional development support were more likely to implement Banking Time with children in their classes. Teachers were more likely to choose to implement Banking Time with children who had lower social-emotional skills (e.g., more problem behaviors). Teachers developed greater relational closeness with children who participated in Banking Time than with children who did not participate. Practice or Policy: The implications of these preliminary findings for fostering supportive teacher–child relationships are discussed.  相似文献