ICT,public values and transformative government: A framework and programme for research     

Frank Bannister  Regina Connolly 《Government Information Quarterly》2014

Many adjectives are used in the context of transforming government including making it more open, transparent, participative, agile, responsive and so forth. Most, if not all, of these adjectives are either in themselves public values or reflect one or more underlying public values. This paper examines the relationship between information and communications technology (ICT), transformative government and such public values and proposes a framework for further research. A study of the literature on public values is used to develop a typology of public sector values likely to be affected by ICT. This impact is examined for a number of these values. For others hypotheses about the impact of ICT on other values are then posited. It is argued that ICTs can and do have transformational impacts on public values, though not always for the better, concludes that values are a potential powerful lens for considering such impacts and sets out a programme of research into these relationships.  相似文献   

Adaptation Guidance for Evidence-Based Teen Pregnancy and STI/HIV Prevention Curricula: From Development to Practice     

Lori A. Rolleri  Regina Firpo-Triplett  Catherine A. Lesesne  Claire Moore  Kimberly D. Leeks 《American journal of sexuality education》2014,9(2):135-154

Evidence-based interventions (EBIs) are effective in preventing adolescent pregnancy and sexually transmitted infections; however, prevention practitioners are challenged when selecting and adapting the most appropriate programs. While there are existing adaptation frameworks, there is little practical guidance in applying research in the field. To address this need, the Centers for Disease Control and Prevention (CDC) Division of Reproductive Health initiated the Adaptation Guidance Project. The project included the development of a comprehensive adaptation guidance framework and adaptation kits for select evidence-based teen pregnancy and HIV prevention programs. In addition, three innovative concepts emerged that have application to other adaptation program and evaluation efforts, including moving research into practice. First, the authors defined the core components of an EBI in three distinct ways: core content, core pedagogy, and core implementation. Second, they piloted a practitioner-friendly adaptation guidance-messaging schema—Green, Yellow, and Red Light Adaptations, and last they included fidelity/adaptation monitoring logs. This article will describe the process used to develop the adaptation guidance kits, including the main features and tools.  相似文献   

Providing an information prescription in veterinary medical clinics: a pilot study     

Lori R. Kogan  Regina Schoenfeld-Tacher  Lauren Gould  Ann R. Viera  Peter W. Hellyer 《Journal of the Medical Library Association》2014,102(1):41-46

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Differential Effects of a Multimedia Goal-Based Scenario to Teach Introductory Biochemistry—Who Benefits Most?     

Schoenfeld-Tacher  Regina  Jones  Loretta L.  Persichitte  Kay A. 《Journal of Science Education and Technology》2001,10(4):305-317

Journal of Science Education and Technology - This study investigated the relationship of cognitive and demographic variables to learning outcomes from a multimedia Goal-Based Scenario (GBS) lesson...  相似文献   

Eye-Movement Control in RAN and Reading     

Victor Kuperman  Julie A. Van Dyke  Regina Henry 《Scientific Studies of Reading》2016,20(2):173-188

The present study examined the visual scanning hypothesis, which suggests that fluent oculomotor control is an important component underlying the predictive relationship between Rapid Automatized Naming (RAN) tasks and reading ability. Our approach was to isolate components of saccadic planning, articulation, and lexical retrieval in 3 modified RAN tasks. We analyzed 2 samples of undergraduate readers (ages 17–27). We evaluated the incremental contributions of these components and found that saccadic planning to nonlinguistic stimuli alone explained roughly one third of the variance that conventional RAN tasks explained in eye movements registered during text reading for comprehension. We conclude that the well-established predictive role of RAN for reading performance is in part due to the individual ability to coordinate rapid sequential eye movements to visual nonlinguistic stimuli.  相似文献   

Reviews     

Carl L. Kline M.D.  Norman Geschwind M.D.  Regina L. Cicci Ph.D.  Alice Ansara  Regina L. Cicci  Cynthia Rankin Hall  Drake D. Duane M.D. 《Annals of dyslexia》1979,29(1):278-316

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Safety Education for Children Cannot Stop for a Pandemic: Transitioning an Injury Prevention Program to a Virtual Format     

Seegert  Sara  Meehan  Taylor D.  Veres  Regina A. 《Early Childhood Education Journal》2021,49(5):881-886

Early Childhood Education Journal - In-person safety programs for pre-kindergarten children were not able to go on in their usual way during the summer of 2020 due to the Covid-19 pandemic. While...  相似文献   

Mandatory voice: Implementation of a district‐led student‐voice program in urban high schools     

Regina J. Giraldo‐García  Adam Voight  Meagan O'Malley 《Psychology in the schools》2021,58(1):51-68

This qualitative case study explores how urban high schools implement a district‐initiated student‐voice program, referred to as Student Advisory Committees, intended to improve school climate. The study uses an implementation science framework to analyze interview data from principals and advisors in 22 urban high schools. An iterative, top–down thematic analytic procedure was used for analysis and interpretation of the data. The results suggest wide variation in how the program was implemented in terms of fidelity, dosage, quality, program reach, and adaptation, with contextual school factors—namely, principal and school characteristics—that help to explain this variation. In addition, the findings indicate that these contextual factors had a significant influence on how the school district implemented the student advisory committees. The authors discuss the implications for program implementation in the context of urban school districts and for school psychologists.  相似文献   

Participation in an intergenerational service learning course and implicit biases     

Lori R. Kogan  Regina M. Schoenfeld-Tacher 《Educational gerontology》2018,44(2-3):90-98

Biases against the elderly and people with disabilities can lead to discriminatory behaviors. One way to conceptualize attitudes toward the elderly and people with disabilities is through the differentiation of explicit (conscious) and implicit (unconscious) factors. Although both explicit and implicit attitudes and biases contribute to the full picture of peoples’ attitudes, explicit ideas alone may not accurately reflect people’s attitudes. This may be due to societal pressure to conceal explicit biases or the fact that often times, people are not aware they hold prejudiced views. The Implicit Association Test is a computer-based categorization task designed to assess implicit or unconscious attitudes. This test was used in in the current study to assess the impact of an intergenerational service-learning course. We designed this study to determine if greater exposure or contact with the elderly or people with disabilities might influence college students’ implicit attitudes. Pre- and post-assessment of participating students, using the Wilcoxon signed-rank test, found statistically significant decreased biases after participation. Results from this study that suggest participating in an intergenerational service-learning course can positively affect implicit attitudes. This is encouraging, especially because these attitudes are developed over a long period of repeated exposure, are consistently reinforced by cultural factors, and are notoriously difficult to change.  相似文献   

Decolonial trends in higher education: voices from Latin America     

Regina Cortina  Linda Martin Alcoff  Abadio Green Stocel  Gustavo Esteva 《Compare》2019,49(3):489-506

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