Action learning set meetings: getting started by ‘checking in’     

Mark Hughes  Tom Bourner 《Action Learning: Research and Practice》2005,2(1):89-95

This account of practice is about starting action learning set meetings. It focuses on a process sometimes known as the ‘check-in’. The paper is based upon the experience of one of the authors (Mark). It raises questions about the contribution of the check-in to an action learning set meeting and whether the checking-in process has a role in extending the ethos of action learning to other social situations. The paper concludes that the check-in serves four main roles: personal contextualisation, helping set members to step out of their professional roles, as an orientation ritual and as a means of enhancing empathy. It also concludes that checking in has a potential contribution to make to other forms of meetings and this contribution may be relevant to the broader action learning community.  相似文献   

Identifying legitimate open access journals: some suggestions from a publisher          下载免费PDF全文

Tom HILL 《Learned Publishing》2015,28(1):59-62

• New publishing models lead to new players – not all of them good.
• No commonly accepted criteria aid scholars to select ‘good’ journals.
• Journals (and publishers) need to assert their good practice.
• How do publishers serve their different customers – readers, authors, reviewers, and the public?

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New ways of building,showcasing, and measuring scholarly reputation          下载免费PDF全文

David NICHOLAS  Eti HERMAN  Hamid JAMALI  Blanca RODRÍGUEZ‐BRAVO  Cherifa BOUKACEM‐ZEGHMOURI  Tom DOBROWOLSKI  Stephanie POUCHOT 《Learned Publishing》2015,28(4):327-327

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World culture in the capitalist world-system in transition     

Tom G. Griffiths  Robert F. Arnove 《Globalisation, Societies & Education》2015,13(1):88-108

World culture theory (WCT) offers an explanatory framework for macro-level comparative analyses of systems of mass education, including their structures, accompanying policies and their curricular and pedagogical practices. WCT has contributed to broader efforts to overcome methodological nationalism in comparative research. In this paper, we acknowledge the contributions of world culture theory in these terms, but develop the case for an alternative explanatory framework – world-systems analysis (WSA) – rooted in the historical development and contemporary crises of the capitalist world-economy. This case is built on two major points of critique of world culture theory: first, that its consensus orientation is inadequate for a macro-level accounting of social reality; and second, that its analysis of the economic functions of mass education, in isolation from the capitalist world-economy, further weakens its explanatory power. Working from this critique, we elaborate the capacity of world-systems analysis to overcome these shortcomings by providing a more comprehensive, historical perspective. This alternative approach incorporates the identification and analysis of shared cultural understandings underpinning policy and institutional practice, linked to the development of the capitalist world-economy. We conclude this paper by affirming the value of WSA as an alternative approach for comparative research, and its potential contribution to the development of more enlightened educational policy and a more just and democratic world-system.  相似文献   

School readiness losses during the COVID-19 outbreak. A comparison of two cohorts of young children     

Meliza González  Tianna Loose  Maite Liz  Mónica Pérez  Juan I. Rodríguez-Vinçon  Clementina Tomás-Llerena   Alejandro Vásquez-Echeverría 《Child development》2022,93(4):910-924

The COVID-19 context has created the most severe disruption to education systems in recent history. Its impact on child development was estimated comparing two cohorts of 4- to 6-year-old Uruguayan children: control (n = 34,355, 48.87% girls) and COVID cohort (n = 30,158, 48.95% girls) assessed between 2018 and 2020 in three waves, by a routinely administered school readiness instrument in public preschools. Ethnicity information is not available. For the COVID cohort, losses were observed in Motor and Cognitive development, Attitudes towards learning, and Internalizing behavior (range 0.13 – 0.27 SD). Losses were less pronounced among children from higher socioeconomic schools. These results extend the literature on the consequences of the pandemic on learning and early child development.  相似文献   

Blocking in human causal learning is affected by outcome assumptions manipulated through causal structure     

Fernando Blanco  Frank Baeyens  Tom Beckers 《Learning & behavior》2014,42(2):185-199

Additivity-related assumptions have been proven to modulate blocking in human causal learning. Typically, these assumptions are manipulated by means of pretraining phases (including exposure to different outcome magnitudes), or through explicit instructions. In two experiments, we used a different approach that involved neither pretraining nor instructional manipulations. Instead, we manipulated the causal structure in which the cues were embedded, thereby appealing directly to the participants’ prior knowledge about causal relations and how causes would add up to yield stronger outcomes. Specifically, in our “different-system” condition, the participants should assume that the outcomes would add up, whereas in our “same-system” condition, a ceiling effect would prevent such an assumption. Consistent with our predictions, Experiment 1 showed that, when two cues from separate causal systems were combined, the participants did expect a stronger outcome on compound trials, and blocking was found, whereas when the cues belonged to the same causal system, the participants did not expect a stronger outcome on compound trials, and blocking was not observed. The results were partially replicated in Experiment 2, in which this pattern was found when the cues were tested for the second time. This evidence supports the claim that prior knowledge about the nature of causal relations can affect human causal learning. In addition, the fact that we did not manipulate causal assumptions through pretraining renders the results hard to account for with associative theories of learning.  相似文献   

Early Home Activities and Oral Language Skills in Middle Childhood: A Quantile Analysis          下载免费PDF全文

James Law  Robert Rush  Tom King  Elizabeth Westrupp  Sheena Reilly 《Child development》2018,89(1):295-309

Oral language development is a key outcome of elementary school, and it is important to identify factors that predict it most effectively. Commonly researchers use ordinary least squares regression with conclusions restricted to average performance conditional on relevant covariates. Quantile regression offers a more sophisticated alternative. Using data of 17,687 children from the United Kingdom's Millennium Cohort Study, we compared ordinary least squares and quantile models with language development (verbal similarities) at 11 years as the outcome. Gender had more of an effect at the top of the distribution, whereas poverty, early language, and reading to the child had a greater effect at the bottom. The picture for TV watching was more mixed. The results are discussed in terms of the provision of universal and targeted interventions.  相似文献   

The wider impacts of high-technology employment: Evidence from U.S. cities     

Tom Kemeny  Taner Osman 《Research Policy》2018,47(9):1729-1740

Innovative, high-technology industries are commonly described as drivers of regional development. ‘Tech’ workers earn high wages, but they are also said to generate knock-on effects throughout the local economies that host them, spurring growth in jobs and wages in nontradable activities. At the same time, in iconic high-tech agglomerations like the San Francisco Bay Area, the home of Silicon Valley, the success of the tech industry creates tensions, in part as living costs rise beyond the reach of many non-tech workers. Across a large sample of U.S. cities, this paper explores these issues systematically. Combining annual data on wages, employment and prices from the Quarterly Census of Employment and Wages, the Department of Housing and Urban Development and the Consumer Price Index, it estimates how growth in tradable tech employment affects the real, living-cost deflated wages of local workers in nontradable sectors. Results indicate that high-technology employment has significant, positive, but modest effects on the real wages of workers in nontradable sectors. These effects appear to be spread consistently across different kinds of nontradable activities. In terms of substantive wider impacts, tech appears benign, though fairly ineffectual.  相似文献   

The Hurlers: The First All-Ireland Championship and the Making of Modern Hurling     

Tom Hunt 《国际体育史杂志》2018,35(15-16):1663-1665

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Correction to: Effect of surrogate design on the measured stiffness of snowboarding wrist protectors     

Caroline Adams  David James  Terry Senior  Tom Allen  Nick Hamilton 《Sports Engineering》2018,21(3):227-227

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