Forming a collaborative action research partnership     

Tamara Platteel  Hans Hulshof  Petra Ponte  Jan van Driel  Nico Verloop 《Educational Action Research》2013,21(4):429-451

This article describes the complex nature of collaborative relationships, the difficulties of conducting research with others, and the complications of partnerships in educational research. To create and sustain a communicative space in which participants can collaborate to innovate education and curriculum, time and opportunity to develop trust in the group are needed. We report on a collaborative action research project in the Netherlands in which 14 teachers, three facilitators and an academic researcher formed a partnership, and together designed Language 1 education. We find contextual and the communicative conditions are important in the collaborative action research partnership. We use metaphors of facilitative actions – map, magnifying glass, mirror and compass – formulated by Wadsworth to analyze and describe the collaboration. We show that the participants had to come to terms with their roles and responsibilities and, through dialogue and reflection, evolved and learned to contribute to the collaborative action research partnership by sustaining dialogue and utilizing their unique expertise.  相似文献   

Innovation as a vehicle for improving socially vulnerable groups’ access to basic provisions: A research note on the development of a questionnaire module     

Petra Andries  Alain Daou  Laura Verheyden 《Research Policy》2019,48(1):281-288

Reducing inequality and social exclusion is a challenging task that will require a joint effort by all societal stakeholders, including not-for-profit and for-profit organizations. In order to develop and evaluate policy actions in this area, monitoring the contribution of these for-profit and not-for-profit organizations to a more inclusive society becomes crucial. This research note describes the development, cognitive pretesting, and large-scale empirical testing of a module that can be included in (inter)national innovation surveys. The module measures whether not-for-profits’ and for-profits’ innovation activities improve vulnerable groups’ access to basic provisions. It also provides insights in the main drivers for improving beneficiaries’ access to basic provisions through innovation and in the types and numbers of beneficiaries reached. The module was tested in the context of the Community Innovation Survey in Flanders, Belgium.  相似文献   

Linkages between approaches to learning,perceived stress and expected and actual academic outcomes among first-semester psychology students     

Maria Öhrstedt  Petra Lindfors 《Journal of Further & Higher Education》2018,42(1):116-129

Previous research indicates that higher educational students’ perceptions of stress are in part related to the teaching and learning context, and influence academic outcomes. This study intends to deepen our understanding of these processes by examining the linkages between approaches to learning, perceived stress and expected and actual academic outcomes within a specific educational setting. First-semester psychology students (N = 191) completed a questionnaire, including short versions of ASSIST and PSS, and estimated their course grade before a written examination. Later, actual grades were added. The results suggest that surface approach to learning is positively associated with high levels of perceived stress, and reflected in lower levels of expected grades. The relationships between deep and strategic approaches to learning and perceived stress seem to be more ambivalent, despite positive associations with expected grades. Coping and motivational aspects of the concepts of surface and strategic approaches to learning seem to be crucial to understanding the linkages between the examined factors. Also, the significance of a strategic approach in relation to actual academic outcomes is highlighted.  相似文献   

The effect of technological knowledge assets on performance: The innovative choice in Spanish firms     

Nieves Lidia Díaz-Díaz  Inmaculada Aguiar-Díaz  Petra De Saá-Pérez 《Research Policy》2008,37(9):1515-1529

The aim of this article is to examine the relationship between Technological Knowledge Assets (TKAs) and performance, in the light of making the ‘innovative choice’ that involves short-term costs of acquiring or generating the assets but aims at longer term benefits through innovation. To that end, a study of 1267 industrial firms in Spain was carried out over a period of 5 years, 1998-2002. The results show that TKAs have a positive indirect effect on financial performance mediated through innovation. They also reveal that TKAs have a negative direct effect on performance, except licences. Thus, the combined effect of TKAs on performance urges the need for innovation to obtain a positive payoff.  相似文献   

Common errors of reasoning in child protection work.     

E Munro 《Child abuse & neglect》1999,23(8):745-758

OBJECTIVE: Repeated public inquiries into child abuse tragedies in Britain demonstrate the level of public concern about the services designed to protect children. These inquiries identify faults in professionals' practice but the similarities in their findings indicate that they are having insufficient impact on improving practice. This study is based on the hypothesis that the recurrent errors may be explicable as examples of the typical errors of human reasoning identified by psychological research. METHODS: The sample comprised all child abuse inquiry reports published in Britain between 1973 and 1994 (45 in total). Using a content analysis and a framework derived from psychological research on reasoning, a study was made of the reasoning of the professionals involved and the findings of the inquiries. RESULTS: It was found that professionals based assessments of risk on a narrow range of evidence. It was biased towards the information readily available to them, overlooking significant data known to other professionals. The range was also biased towards the more memorable data, that is, towards evidence that was vivid, concrete, arousing emotion and either the first or last information received. The evidence was also often faulty, due, in the main, to biased or dishonest reporting or errors in communication. A critical attitude to evidence was found to correlate with whether or not the new information supported the existing view of the family. A major problem was that professionals were slow to revise their judgements despite a mounting body of evidence against them. CONCLUSIONS: Errors in professional reasoning in child protection work are not random but predictable on the basis of research on how people intuitively simplify reasoning processes in making complex judgements. These errors can be reduced if people are aware of them and strive consciously to avoid them. Aids to reasoning need to be developed that recognize the central role of intuitive reasoning but offer methods for checking intuitive judgements more rigorously and systematically.  相似文献   

考察阶段模型的阶段性假说-一项银行员工体育锻炼行为的实证研究          下载免费PDF全文

段艳平  鲍政栋  Petra Wagner  Walter Brehm 《武汉体育学院学报》2009,43(12):54

本研究运用"柏林锻炼阶段"模型调查了211名银行员工的体育锻炼行为,并通过检验银行员工的锻炼自我效能变量和社会支持变量在各阶段中的非连续性模式和非线性趋势,考察了该阶段模型的阶段性假说.研究结果没有充分支持上述阶段性假说.未来研究仍需进一步修订该阶段模型.  相似文献   

Einschätzungen der schulischen Motivation und des Arbeitsverhaltens durch Grundschullehrkräfte und deren Bedeutung für Verzerrungen in Leistungserwartungen     

Sarah Gentrup  Camilla Rjosk  Petra Stanat  Georg Lorenz 《Zeitschrift für Erziehungswissenschaft》2018,21(4):867-891

Several studies have shown that teachers’ achievement expectations for their students may be biased to some extent by students’ ethnic or social background as well as gender. The present study investigates whether these biases in teachers’ expectations of students’ performance in early language and mathematics are partly explained by differences in teachers’ perceptions of students’ motivation and learning behaviour. The analyses are based on data from a sample of N?=?901 first-grade students from N?=?66 classrooms with 69 teachers. The results support the hypothesis for biases associated with social background and gender. Ethnic bias, however, occurred independently of differences in perceived motivation and learning behaviour. We discuss the relevance of stereotypical assumptions for teaching as well as educational disparities.  相似文献   

Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania     

Ayoub Kafyulilo  Petra Fisser  Joke Voogt 《Education and Information Technologies》2016,21(2):301-318

This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching.  相似文献   

Invited to academia. Recruited for science or teaching in Education Sciences     

Petra Angervall 《Scandinavian Journal of Educational Research》2016,60(6):663-678

In the context of higher education in Sweden, we see how major policy change is forming the field of Education Sciences. This change has promoted an increased focus on competitiveness, while reducing inefficiencies in mass-education. It has given legitimacy to specific recruitment strategies and career paths, but can also explain what determines how career capital is accumulated. The aim of the present study is to describe how academics experience recruitment and positioning processes in their career. How do academics gain career capital and symbolic value in career and use it to gain recognition? The results illustrate three career paths, identified as “the invited”, “the useful” or “the uninvited”. Thus, the present article describes a Matthew effect in recruitment, where young PhD students are positioned early on as either promising researchers, teachers, or as substitutes who are sorted out from both research and education.  相似文献   

Factors affecting teachers’ continuation of technology use in teaching     

Ayoub Kafyulilo  Petra Fisser  Joke Voogt 《Education and Information Technologies》2016,21(6):1535-1554

This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and technological factors. Twelve teachers and three school leaders participated in the study. Data was collected through interviews. Findings showed that the continuation of technology use differed for the teachers involved in the professional development program. While all teachers reported to have gained knowledge and skills through the professional development program and were positive about technology use in education, only some teachers continued the use of technology. The data revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time and lack of technology tools), the encouragement of school management was a critical factor in teachers’ continuation of technology use. Implications of the findings are discussed.  相似文献