Philanthropy and the Maintenance of Democratic Elites     

Karl  Barry D. 《Minerva》1997,35(3):207-220

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How ethics was specialized away     

Karl D. Stephan 《Academic Questions》2003,16(4):31-40

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Personally driven professional development: reflective self-study as a way for teachers to take control of their own professional development     

Karl Attard 《Teacher Development》2017,21(1):40-56

This article is about personally driven professional development through the use of reflective self-study. The argument that teachers need to take responsibility for their own learning while also taking decisions on how and in what areas to develop is strongly made throughout the article. Data for this article were gathered over a 10-year period where the author engaged in several studies using self-study as methodology. Between studies, the author kept using reflective self-study as a professional development tool, and it is these data between various studies that were analysed using thematic and reflective analysis. Such analysis resulted in various overarching themes that show how reflective self-study can be of benefit if used by teachers researching their own classrooms. Benefits include teachers taking full ownership of their learning, relevance of learning, learning that is ongoing and not restricted to specific times and places, taking problematic situations as learning opportunities and how other sources take on new relevance through reflective self-study. Some implications for teacher-education programmes and current school structures are also discussed.  相似文献   

The effectiveness of university knowledge spillovers: Performance differences between university spinoffs and corporate spinoffs   总被引：2，自引：0，他引：2  

Karl Wennberg  Johan Wiklund  Mike Wright 《Research Policy》2011,40(8):1128-1143

While much prior research has focused upon how the Technology Transfer Offices (TTOs) and other contextual characteristics shape the level of university spinoffs (USO), there is little research on entrepreneurial potential among individual academics, and to the best of our knowledge, no comparative studies with other types of spinoffs exist to date. In this paper we focus on an important but neglected aspect of knowledge transfer from academic research involving the indirect flow to entrepreneurship by individuals with a university education background who become involved in new venture creation by means of corporate spinoffs (CSO) after gaining industrial experience, rather than leaving university employment to found a new venture as an academic spinoff. We argue that the commercial knowledge gained by industry experience is potentially more valuable for entrepreneurial performance compared to the academic knowledge gained by additional research experience at a university. This leads us to posit that the average performance of CSOs will be higher than comparable USOs, but the gains from founder‘s prior experiences will be relatively higher among USOs whose founders lack the corporate context. We investigate these propositions in a comparative study tracking the complete population of USOs and CSOs among the Swedish knowledge-intensive sectors between 1994 and 2002.  相似文献   

Audiovisumatic teaching: A new dimension in education and research     

Karl U. Smith 《Educational technology research and development : ETR & D》1960,8(3):85-103

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Kinematic changes during learning the longswing on high bar     

Williams G  Irwin G  Kerwin DG  Newell KM 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(1):20-33

The purpose of this study is to provide evidence of technique changes during learning a sports-specific skill, the looped bar longswing (LLS). Thirteen male participants with no previous high bar experience took part in a training study. Kinematic data were collected using a CODA motion analysis system (200 Hz) during eight weekly testing sessions. Analyses focused on the amplitude of swing and the functional phase (FP) actions, defined by the rapid flexion to extension of the shoulders and extension to flexion of the hips as the performer passed through the lower vertical. Three groups were identified based on the number of sessions it took each participant to perform the LLS (G1: most successful, G2: intermediate, and G3: least successful). All participants were able to significantly increase swing amplitude over the training period (p < 0.05). For each participant the hip FP started significantly: later for G1, earlier for G2, and did not change for G3. Extension actions at the shoulders were dissimilar to those reported for elite gymnasts performing the longswing. The FP of the hips provides a mechanism to distinguish between the learners of different skill levels. The study has provided support for a single-subject design when investigating technique changes during learning.  相似文献   

Music and sport: exploring the intersections     

Jonathan Long  Karl Spracklen 《Sport in Society》2021,24(1):1-7

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Quantitative and qualitative approaches in educational research — problems and examples of controlled understanding through interpretive methods     

Karl Neumann 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(2):159-170

In the methodological discussion of recent years it has become apparent that many research problems, including problems relating to the theory of educational science, cannot be solved by using quantitative methods. The multifaceted aspects of human behaviour and all its environment-bound subtle nuances, especially the process of education or the development of identity, cannot fully be taken into account within a rigid neopositivist approach. In employing the paradigm of symbolic interactionism as a suitable model for the analysis of processes of education and formation, the research has generally to start out from complex reciprocal social interactions instead of unambigious connections of causes. In analysing several particular methodological problems, the article demonstrates some weaknesses of quantitative approaches and then shows the advantages in and the necessity for using qualitative research tools.

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Zusammenfassung In der methodologischen Diskussion der letzten Jahre hat sich gezeigt, auch im Hinblick auf Theorieprobleme der Erziehungswissenschaft, daß eine ganze Reihe von Forschungsproblemen nicht mit quantitativen Methoden in den Griff zu bekommen sind. Die facettenreichen Aspekte menschlichen Verhaltens, einschließlich seiner situationsbedingten Nuancen, insbesondere der Erziehungsprozeß oder die Entwicklung der Identität, sind mit einem rigiden neopositivistischen konzeptionellen Rahmen nicht angemessen zu begreifen. Wenn dagegen das Paradigma der symbolischen Interaktion als adäquates Modell für die Analyse der Erziehungs- und Bildungsprozesse genommen wird, muß die Methodologie generell von komplexen sozialen Wechselbeziehungen anstatt von eindeutigen Kausalbeziehungen ausgehen. Indem einige methodologische Probleme exemplarisch diskutiert werden, sollen in dem Artikel einige Schwachpunkte quantitativer Methoden demonstriert werden. Darüberhinaus sollen Vorteile und Notwendigkeit des Gebrauchs von qualitativen Forschungsverfahren dargelegt werden.

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Résumé Il est apparu évident dans le débat méthodologique de ces dernières années que de nombreux problèmes liés à la recherche, y compris ceux relatifs à la théorie des sciences de l'éducation, ne pouvaient être résolus au moyen de méthodes quantitatives. Les aspects aux facettes multiples du comportement humain et toutes ses nuances subtiles liées à l'environnement, notamment le processus d'éducation ou le développement de l'identité, ne peuvent être retenus pour une approche néopositiviste rigide. En considérant le paradigme de l'interaction symbolique en tant que modèle convenable pour l'analyse des processus d'éducation et de formation, la recherche est généralement partie d'interactions sociales réciproques complexes plutôt que de relations de causes non équivoques. En analysant quelques problèmes méthodologiques particuliers, cet article révèle quelques faiblesses des approches quantitatives et montre les avantages et la nécessité de l'utilisation d'instruments de recherche qualitatifs.

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This paper is a revised version of a lecture given on the occasion of the 50th anniversary of the Institute for Pedagogical Research at the University of Oslo in August, 1986. The paper is dedicated to the Institute and to Günther Patzig who celebrated his 60th birthday on 28 September, 1986.  相似文献   

A thousand tiny pluralities: children becoming-other than the requirements of postsecular neoliberal policy recognition     

Karl Kitching 《Critical Studies in Education》2020,61(2):133-148

ABSTRACT

This paper critiques the idea that secular education policy can neutrally recognise children’s non/religious identities at school. It also empirically analyses how one child becomes restricted by, and eludes, classed, gendered and adult-centred moral codes enacted through local school recognition. The concept of policy assemblage is first used to problematise postsecular, market-led enactments of non/religious school community recognition transnationally. I argue postsecular policy enactments in Ireland and elsewhere produce viable and non-viable forms of non/religious school community, thus containing, rather than facilitating school plurality and (re)creating social hierarchies. However, drawing on Deleuzian ideas of becoming and partial objects, I argue children are not determined by the sense-making moral codes of the policy assemblage. To demonstrate this argument, I map instances of how one girl alters and eludes the meanings of austerity, choice and authenticity moral codes. I do not privilege this girl as an example of child resistance, as I argue against using children as barometers of policy authority and secularist authenticity. Instead, I contend that alongside naming and opposing policy’s unjust effects, we need to cultivate attention to our capacity to affect and be affected by the partial objects (e.g. moral codes) and becomings of postsecular neoliberal policy assemblages.  相似文献   

RORTY AND COLLABORATIVE INQUIRY IN EDUCATION: CONSENSUS, CONFLICT, AND CONVERSATION     

Karl Hostetler 《Educational theory》1992,42(3):285-298

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