Second language teaching in primary education research and development     

H. H. Stern 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(3):371-372

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Soul-searching and re-searching: action philosophy alone     

Julian Stern 《Educational Action Research》2015,23(1):104-115

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Innovation,growth and the transition to net-zero emissions     

Nicholas Stern  Anna Valero 《Research Policy》2021,50(9):104293

The climate crisis and the global economic impact of the Covid-19 crisis occur against a background of slowing growth and widening inequalities, which together imply an urgent need for a new environmentally sustainable and inclusive approach to growth. Investments in “clean” innovation and its diffusion are key to shaping this, accompanied by investments in complementary assets including sustainable infrastructure, and human, natural and social capital which will not only help achieve net-zero greenhouse gas emissions, but will also improve productivity, living standards and the prospects of individuals. In this article, we draw on the theoretical and empirical evidence on the opportunities, drivers and policies for innovation-led sustainable growth. We highlight the importance of a coordinated set of long-term policies and institutions that can enable and foster private sector investments in clean innovation and assets quickly and at scale. In doing so, we draw inspiration from Chris Freeman's work on the system-wide drivers of innovation, and his early vision of achieving environmental sustainability by reorienting growth.  相似文献   

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?     

Marc J. Stern  Robert B. Powell  Dawn Hill 《Environmental Education Research》2014,20(5):581-611

We conducted a systematic literature review of peer-reviewed research studies published between 1999 and 2010 that empirically evaluated the outcomes of environmental education (EE) programs for youth (ages 18 and younger) in an attempt to address the following objectives: (1) to seek reported empirical evidence for what works (or does not) in EE programming and (2) to uncover lessons regarding promising approaches for future EE initiatives and their evaluation. While the review generally supports consensus-based best practices, such as those published in the North American Association for Environmental Education’s Guidelines for Excellence, we also identified additional themes that may drive positive outcomes, including the provision of holistic experiences and the characteristics and delivery styles of environmental educators. Overall, the evidence in support of these themes contained in the 66 articles reviewed is mostly circumstantial. Few studies attempted to empirically isolate the characteristics of programs responsible for measured outcomes. We discuss general trends in research design and the associated implications for future research and EE programming.  相似文献   

The product market and the market for “ideas”: commercialization strategies for technology entrepreneurs     

Joshua S. GansScott Stern 《Research Policy》2003,32(2):333-350

This paper presents a synthetic framework identifying the central drivers of start-up commercialization strategy and the implications of these drivers for industrial dynamics. We link strategy to the commercialization environment—the microeconomic and strategic conditions facing a firm that is translating an “idea” into a value proposition for customers. The framework addresses why technology entrepreneurs in some environments undermine established firms, while others cooperate with incumbents and reinforce existing market power. Our analysis suggests that competitive interaction between start-up innovators and established firms depends on the presence or absence of a “market for ideas”. By focusing on the operating requirements, efficiency, and institutions associated with markets for ideas, this framework holds several implications for the management of high-technology entrepreneurial firms.  相似文献   

The benefit of combining teacher-direction with contrasted presentation of algebra principles     

Ziegler  Esther  Edelsbrunner  Peter A.  Stern  Elsbeth 《European Journal of Psychology of Education - EJPE》2021,36(1):187-218

European Journal of Psychology of Education - Teacher-directed and self-directed learning have been compared across various contexts. Depending on the settings and the presentation of material,...  相似文献   

从经济学角度重新审视美国教育的公共目的   总被引：3，自引：0，他引：3  

David Stern  陈小红 《教育与经济》2006,(2):1-5

教育是公共产品还是私人产品近年来受到广泛的讨论,本文从经济学的角度回顾了美国教育的目的。中小学教育的公共性主要体现在公民教育;高等教育的公共性主要体现在知识创造和文化传承;职业教育的公共性主要体现在培养合格的劳动者。教育应该重新强调其公共性。  相似文献   

The effect of articulation agreements on community college transfers and bachelor’s degree attainment     

Jonathan M. B. Stern 《Community College Journal of Research & Practice》2016,40(5):355-369

For more than a century, community colleges have provided a postsecondary education alternative to the traditional, 4-year university. Enrolling disproportionate numbers of both disadvantaged and nontraditional students, the community college sector has seen unparalleled gains in enrollment over the past few decades. Along with these increases in enrollment, there has been a shift in focus toward transfer to 4-year institutions, as well as the development of articulation agreements. Established in order to ease the transfer process from community colleges to 4-year colleges/universities—for those students interested in obtaining a bachelor’s degree—these agreements currently exist in more than 30 states. Via two-level, hierarchical linear modeling, this article examines the student and school level characteristics of community colleges that affect transfer and bachelor’s degree attainment rates. Also examined is the impact of articulation agreements. Ultimately, while articulation agreements are not found to yield a significant effect on transfer rates, they are found to have significant, positive effects on bachelor’s degree attainment rates.  相似文献   

Factors that contribute to community members’ support of local nature centers     

Matthew H. E. M. Browning  Marc J. Stern  Nicole M. Ardoin  Joe E. Heimlich 《Environmental Education Research》2018,24(3):326-342

Nature centers can serve as valuable community institutions if they are seen as providing important services to the community. Through survey research in communities surrounding 16 nature centers in the United States, we examine the attitudes, behaviors, and beliefs that drive hypothetical support for nature centers from local residents. Respondents who recognized centers as institutions that provide opportunities for leisure and connection with nature; contribute to civic engagement; and bolster local economies, community pride, and aesthetics reported the greatest likelihood of donating, volunteering, or responding to threats at local centers. Additional predictors of support included positive evaluations of staff members, perceptions of positive attitudes toward the center held by other community members, familiarity with center activities, pro-environmental attitudes, and past donation or volunteering. The findings highlight the potential returns for centers that expand their activities and operations beyond more traditional roles of providing nature-based outdoor recreation and environmental education experiences.  相似文献   

Helping,Sharing, and Comforting in Young Children: Links to Individual Differences in Attachment     

Jonathan S. Beier  Jacquelyn T. Gross  Bonnie E. Brett  Jessica A. Stern  David R. Martin  Jude Cassidy 《Child development》2019,90(2):e273-e289

Although attachment theory has long posited a link between early experiences of care and children's prosocial behavior, investigations of this association have not embraced the multifaceted nature of prosociality. This study is the first to assess associations between child attachment and independent observations of helping, sharing, and comforting. Attachment quality in 3- to 5-year-old children (N = 137) was linked to all three prosocial behaviors. Additionally, bifactor analyses revealed distinct associations between attachment and children's general prosocial dispositions and their specific abilities to meet the unique challenges of helping and, marginally, comforting. These findings underscore the importance of considering multiple explanations for links between attachment and prosocial behavior and provide novel insights into sources of variation in children's prosociality.  相似文献