VI. General Discussion     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):96-104

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“There's a Great Big Beautiful Tomorrow': Historic Memory and Gender in Walt Disney's “Carousel of Progress”     

Lynn Y. Weiner 《Journal of American culture (Malden, Mass. : 2003)》1997,20(1):111-116

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A regional comparison of enterprise patent holdings: A study of British and Irish data     

Lynn Mainwaring  Nigel J. Moore  Philip D. Murphy 《Research Policy》2007,36(10):1655-1665

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Policy learning and innovation theory: an interactive and co-evolving process     

Lynn K. Mytelka  Keith Smith 《Research Policy》2002,31(8-9)

This paper explores links between the development of innovation theory since the late 1970s, and the evolution of innovation policy ideas, primarily in the 1990s. The argument is that there is a close connection between theory and policy, so that theory and policy learning can be seen as an integrated, co-evolving and interactive process. We analyse the theory-policy learning link in terms of two phases. We suggest that the complex economic crisis of the 1970s created an opening for rival analyses of events. During the 1980s, the development of evolutionary theories (pioneered by Nelson and Winter) and of empirically-based theories of the innovation process (pioneered by Nathan Rosenberg) created a framework in which policy agencies could consider heterodox ideas concerning objectives and instruments of public policy. By the early 1990s policy-makers, particularly in Europe, came to see RTD and innovation policies not just as important arenas of action in themselves, but as instruments towards more wide ranging policy objectives. The policy agencies involved, though hierarchical, were characterised by relatively open structures that permitted a degree of intellectual diversity: so organisations like the OECD and the European Commission played a central role, whereas the World Bank, for example, did not. Increasing policy interest stimulated a second phase of research in the 1990s, sponsored both nationally and by various EU programmes, in which expanding the innovation-oriented knowledge base became a significant objective for policy-makers. The paper argues that the theory-policy link has been central to the intellectual development of this field, which would have been impossible within the constraints of existing disciplinary structures and university funding systems. At the same time the analytical achievements have permitted a wide expansion in the conceptualization of policy targets and in the design of instruments available to policy-makers. In a sense, this is itself an evolutionary story: of a crisis and a conjunctural niche that permitted the creation and (so far) survival of a set of diverse and certainly non-conventional ideas.  相似文献   

Respect and responsibility: Teaching citizenship in South African high schools     

Daniel Hammett  Lynn A. Staeheli 《International Journal of Educational Development》2011

Respect is a core concept in citizenship debates. South African high school educators often draw upon respect as a key value within citizenship education. Their teaching of this value is often conflated with promotion of the practice of responsible citizenship. The constructions of respect and responsibility in these situations are imbued with assumptions around authority and power relations, such that learners’ are expected to take responsibility for demonstrating respect for in an unequal rather than reciprocal understanding of respect. Thus, negotiations of different kinds of respect are highlighted. The need for schools to embody a culture or ethos of respect is noted if learners are to be expected to recognise and adopt respect as a key element to citizenship in theory and in practice.  相似文献   

New teachers’ identity shifts at the boundary of teacher education and initial practice     

Catherine Beauchamp  Lynn Thomas 《International Journal of Educational Research》2011,50(1):6-13

As teachers enter the school communities of their initial practice, they experience identity shifts that reflect their learning. Throughout teacher education they have constructed an identity informed by their previous school experiences, the ideas and approaches promoted by their teacher education programs, and an ideal of the teachers they hope to become. The complex set of influences at the boundary between their lives as students and their lives as professionals causes them to confront their identities in new and sometimes disruptive ways (Flores & Day, 2006). New teaching situations introduce them to the thinking of experienced teachers, and to the needs of their first groups of learners, challenging the notions they have so far developed about who they are as teachers (Smagorinsky, Cook, Moore, Jackson, & Fry, 2004). This paper reports on interviews with 35 new teachers as they graduate from teacher education programs and enter the profession, and details their learning about agency and role in community resulting in identity changes within this boundary space.  相似文献   

Video recording lectures: Student and professor perspectives     

Hamad Odhabi  Lynn Nicks‐McCaleb 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):327-336

This paper investigated the use of special eyeglasses designed with a built‐in video camera and microphone for the purpose of recording classroom activities from the point of view of both the professor and the student. The aim is to eliminate the need for dedicated video recording in the classroom. This paper reviewed the various techniques used to record a lecture and highlighted the advantages and disadvantages of each. It also presented 10 activities from the point of view of the student and the professor, which may play a role in improving students' understanding of the lecture. The videos produced by the professor and student cameras were reviewed in terms of their effectiveness and usefulness with regard to the 10 activities. The results were analysed and conclusions were drawn based upon the findings of this study.  相似文献   

Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning     

Fuchs LS  Compton DL  Fuchs D  Hollenbeck KN  Hamlett CL  Seethaler PM 《Journal of learning disabilities》2011,44(4):372-380

The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on word-problem performance. Logistic regression was conducted to contrast two models. One relied exclusively on the fall test of math word-problem skill to predict word-problem difficulty on the spring outcome (less than the 25th percentile). The second model relied on a combination of the fall test of math word-problem skill and the fall DA to predict the same outcome. Holding sensitivity at 87.5%, the universal screener alone resulted in a high proportion of false positives, which was practically reduced when DA was included in the prediction model. Findings are discussed in terms of a two-stage process for screening students within a responsiveness-to-intervention prevention model.  相似文献   

Learning for state‐building: capacity development,education and fragility     

Lynn Davies 《比较教育学》2011,47(2):157-180

This paper examines capacity development in education in fragile contexts. This is a current concern for donors and development partners, but there has been little work on the nexus between capacity, education and fragility. The paper examines the concept of fragility and the particular problems in education associated with fragile contexts. The key argument – and tension – is that the focus should be on restoring state functions, yet this may be in a context of severe difficulties for donor agencies or NGOs of aligning with the government. The paper outlines some of the choices to be made in deciding on a focus for capacity development in education, examining the levels for intervention (individual, organisational, cultural and political) and the different sectors (administration and education institutions). It provides examples of the different sorts of areas in capacity development in education arenas that would address specific features of fragility, but draws attention to the need for research and indicators of the different impact of these strategies. The paper concludes with an analysis of what appears to be necessary to ensure that capacity development efforts are sustainable.  相似文献   

Adept through adaptation: Third culture individuals’ interpersonal sensitivity     

Allyn D. Lyttle  Gina G. Barker  Terri Lynn Cornwell 《Int J Intercult Relat》2011,35(5):686-694

This study evaluated the interpersonal sensitivity of third culture individuals, defined as people who lived in a country other than that of their nationality during their developmental years, by comparing them to mono-cultured individuals. While the notion that third culture individuals develop enhanced perceptual skills as a result of intercultural adaptation is widely accepted in popular and professional literature, this assertion has not been empirically tested. Previous research on intercultural communication competence and adaptation has almost exclusively focused on intercultural exposure among adults. This study collected data from 142 individuals using web-based surveys. The instruments measured two aspects of participants’ interpersonal sensitivity: social and emotional sensitivity. Results showed that third culture individuals have significantly higher social sensitivity than mono-cultured individuals, while mono-cultured individuals reported higher emotional sensitivity. Additionally, no significant correlation was found between greater intercultural experience and increased interpersonal sensitivity.  相似文献