Making bureaucracies work: Carol H. Weiss and Allen H. Barton (eds.) Sage Publications, 1980 pp. 309     

Ronald F. Clarke 《International Journal of Educational Development》1982,2(1):102

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Racial Stereotyping in the All‐white Primary School     

Paula Norcross 《Cambridge Journal of Education》1990,20(1):29-35

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Age and research productivity of academic scientists     

Sharon G. Levin  Paula E. Stephan 《Research in higher education》1989,30(5):531-549

Age-publishing profiles are estimated for four fields of science using data from the 1977 Survey of Doctorate Recipients. The five measures of publishing activity used allow for analysis of the sensitivity of the age-publishing relationship to output measure. Results are presented separately for graduate faculty and faculty at nongraduate departments. Although age is found to be a fairly weak predictor of performance, in physics and earth science older scientists publish less than their youngest peers and in physiology and biochemistry older scientists publish less than their middle-aged colleagues. Given the time frame of the data, the results suggest that the graying of America's scientific community was accompanied with slowed rates of research in higher education.  相似文献   

Defensible Territory for Entity Realism   总被引：1，自引：0，他引：1  

Clarke  Steve 《The British journal for the philosophy of science》2001,52(4):701-722

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Intersecting communities of practice in distance education: the program team and the online course community     

Ana‐Paula Correia  Niki Davis 《Distance Education》2008,29(3):289-306

This article is a case study that aimed at understanding the dynamics of two complementary communities involved in a distance education graduate program: one community of practice formed by the instructors and instructional developers, who designed and developed the program, and another created by the students and instructor in one of the online courses. The relationship between both communities and the evolution that occurred within the online course are analyzed. Emergent themes are discussed and recommendations are made for similar contexts and communities.  相似文献   

Embedding Education for Sustainable Development in higher education: A case study examining common challenges and opportunities for undergraduate programmes   总被引：1，自引：0，他引：1  

Paula Jones  Colin J. Trier  Jonathan P. Richards 《International Journal of Educational Research》2008,47(6):341-350

This paper explores the perceptions of academics and students towards embedding Education for Sustainable Development (ESD) into undergraduate degree programmes in the School for Earth, Ocean and Environmental Science (SEOES) at the University of Plymouth. The main purpose of the research was to identify current ESD related teaching and learning in a science-based undergraduate programme and the opportunities for, and barriers to, further extensions of ESD. The results indicate that there is general support for the embedding of ESD in the curriculum, but there is considerable uncertainty expressed by lecturers concerning how this can best be done. There is a general concern that additional embedding into the degree programme might lead to reductions in the amount of core subject matter being taught. The programme and ESD agendas are to an extent seen by lecturers as conflicting. ESD is viewed mainly in terms of curriculum content as opposed to the pedagogy employed.  相似文献   

The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications   总被引：1，自引：0，他引：1  

Tracey Clarke  Paul Ayres  John Sweller 《Educational technology research and development : ETR & D》2005,53(3):15-24

According to cognitive load theory, instruction needs to be designed in a manner that facilitates the acquisition of knowledge in long-term memory while reducing unnecessary demands on working memory. When technology is used to deliver instruction, the sequence in which students learn to use the technology and learn the relevant subject matter may have cognitive load implications, and should interact with their prior knowledge levels. An experiment, using spreadsheets to assist studient learning of mathematics, indicated that for studients with little knowledge of spreadsheets, sequential instruction on spreadsheets followed by mathematics instruction was superior to a concurrent presentation. The reverse was found for studients with more knowledge of spreadsheets. These results are explained in terms of cognitive load theory.  相似文献   

Are reading and behavior problems risk factors for each other?     

Morgan PL  Farkas G  Tufis PA  Sperling RA 《Journal of learning disabilities》2008,41(5):417-436

Two questions were investigated. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? The authors explored both questions by using multilevel logistic regression modeling to analyze data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K). After statistically controlling for a wide range of potential confounds, they found that children with reading problems in first grade were significantly more likely to display poor task engagement, poor self-control, externalizing behavior problems, and internalizing behavior problems in third grade. They also found that children displaying poor task engagement in first grade were more likely to experience reading problems in third grade. Collectively, these findings suggest that the most effective types of interventions are likely to be those that target problems with reading and task-focused behaviors simultaneously.  相似文献   

The challenge of greening technologies—Environmental policy integration in Finnish technology policies     

Paula Kivimaa  Per Mickwitz 《Research Policy》2006,35(5):729-744

The integration of environmental principles into other policies is perceived as essential in order to combat environmental problems as efficiently as possible. Environmental policy integration in Finnish technology policies is assessed empirically by focusing on technological R&D support at all levels, from policy strategies to project funding decisions. The actors making and implementing technology policies have grasped the idea of environmental protection and environmental issues have been identified especially at the strategy level and in some technology programmes. However, the integration is not overarching and no assessment of environmental impacts is required in funding applications.  相似文献   

Library Anxiety Among Chinese Students: Modification and Application of LAS in the Context of Chinese Academic Libraries     

Zhiqiang Song  Shiying Zhang  Christopher Peter Clarke 《The Journal of Academic Librarianship》2014

In this paper, the status of library anxiety among university students in China is studied. With interviews, questionnaires and statistical methods, a modified Chinese Library Anxiety Scale (C-LAS) is developed, considerably different from that previously proposed by Bostick [Bostick, S. L. (1992). The development and validation of the Library Anxiety Scale. PhD dissertation, Wayne State University] and suitable for the Chinese cultural sphere, consisting of seven factors including resources, retrieval, regulations, staff, knowledge, comfort and affection, delineated further into 36 statements in total. Two aspects of users including demographic factors and participation in library training courses are also studied. This study proposes a quantitative measure for the levels of library anxiety in China. The findings also suggest that resources, retrieval, and regulations are the main factors impacting library anxiety and that users' library anxiety levels are related to demographic factors and participation in library training courses.  相似文献