Farewell Professional Dominance     

Rob Irvine 《Metascience》2007,16(2):335-339

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Precariousness under the new psychological contract: the effect on trust and the willingness to converse and share knowledge     

Rob?SharkieEmail author 《知识管理研究与实践》2005,3(1):37-44

This paper argues that the traditional employment relationship based on long-term commitment and reciprocity has been replaced by one which incorporates a high level of precariousness and that individuals form perceptions of the trust they have in the organisation based on their view of the psychological contract. This paper develops a model of these perceptions and develops six propositions about an individual's level of trust in the organisation, management and fellow workers and their belief that their expectations will be progressively met and that they will be compensated in the long term for their contribution. These perceptions and the six propositions developed in the paper have profound ramifications for the willingness of individuals to converse and potentially to share their knowledge with others for the benefit of the organisation, because high levels of trust will be needed before individuals will be predisposed to start to converse and exhibit a willingness to share their knowledge.  相似文献   

Co-designing a civics curriculum: young people,democratic deficit and political renewal in the EU     

Judith Bessant  Rys Farthing  Rob Watts 《课程研究杂志》2016,48(2):271-289

Contemporary discussion of the ‘crisis in democracy’ displays a tendency to see young people as the problem because they are ‘apolitical’, ‘apathetic’ and ‘disengaged’, or point to deficiencies in institutions deemed responsible for civic education. This discussion normally comes as a prelude to calls for more civics education. This article points to a renewal of politics at the hands of young people relying on new media, and draws on evidence like survey research, case studies and action research projects. This political renewal is occurring largely in response to the assumption of political elites that a ‘politics-as-usual’ will suffice to address the major political challenges of our time. Against the assumption that teachers, curriculum experts and policy-makers already know what kinds of knowledge and skills students need to become good citizens, we make a case for co-designing a contemporary citizenship curriculum with young people to be used for the professional development of policy-makers. We argue that such an intervention is likely to have a salutary educational effect on policy-makers, influence how they see young people’s political engagement and how they set policy agendas. The article also canvasses the protocols such a project might observe.  相似文献   

Training in phonemic segmentation: The effects of visual support     

Mariëtte T. Kerstholt  Dr Wim H. J. van Bon  Rob Schreuder 《Reading and writing》1994,6(4):361-385

Two experimental studies examined the effects of different types of phonemic segmentation training on phonemic segmentation, reading and spelling. Children with learning disabilities, who were weak in phonemic segmentation, were trained with the use of diagrams and alphabet letters, with alphabet letters only, or with no visual support at all (the control condition). For this purpose three computer-assisted training programs were developed. In the first experiment, 48 children were assigned to one of the three programs. The training period lasted five weeks. Although in each training program the children improved their phonemic segmentation skill, there were no significant differences among the three training programs. This result may have been influenced by the different types of feedback that were provided in the three training programs. In a second experiment, therefore, these differences in feedback were eliminated and 49 different children were trained with the same three programs. The results of this experiment, however, were the same as those of the first experiment. The finding that visual support had no beneficial effects could therefore not be attributed to differences in explicit feedback. It was concluded that with these children, in contrast to preschoolers, phonemic segmentation training using visual support does not have any advantage over auditory training alone. The results of this study indicate that preschoolers and children with reading and spelling problems cannot be treated in the same way. It underlines the importance of further examination of the problems that poor readers and poor spellers encounter in grasping the structure of spoken language.  相似文献   

The sociology of education and life in school classrooms   总被引：1，自引：0，他引：1  

Rob Walker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):32-43

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Assessing highly‐creative ability1     

Rob Cowdroy  Erik de Graaff 《Assessment & Evaluation in Higher Education》2005,30(5):507-518

This paper presents a psychological perspective of the educational dilemma of assessing highly (high‐level) creative ability (with some connections to contemporary philosophical debate). Assessment of highly‐creative ability is a topic of longstanding debate involving questions of what constitutes creativity; whether the creative mental process is essentially intuitive or essentially rational; whether creative ability could or should be reduced to quantifiable parameters; and whether the most important aspects of creative achievement reside in the initial thinking (invention of ideas) or in the subsequent process of development of the idea (making a work of art, design, etc) or in the end product (the work of art or design itself). The debate is fueled by various philosophical, psychological and educational perspectives, all of which are continuously evolving. As a consequence, learning objectives and assessment criteria are ambiguous and confound the enhancement of creative ability that is the primary purpose of higher education. This paper traces the research and development path that led to an innovative ‘authenticative assessment’ approach to assessing highly‐creative ability that offers a promising solution.  相似文献   

"A bare outpost of learned European culture on the edge of the jungles of Java": Johan Maurits Mohr (1716-1775) and the emergence of instrumental and institutional science in Dutch colonial Indonesia     

Zuidervaart HJ  Van Gent RH 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(1):1-33

The transits of Venus in 1761 and 1769 appear to mark the starting point of instrumental science in the Dutch East Indies (now Indonesia). This essay examines the conditions that triggered and constituted instrumental and institutional science on Indonesian soil in the late eighteenth century. In 1765 the Reverend J. M. Mohr, whose wife had received a large inheritance, undertook to build a fully equipped private observatory in Batavia (now Jakarta). There he made several major astronomical and meteorological observations. Mohr's initiative inspired other Europeans living on Java around 1770 to start a scientific movement. Because of the lack of governmental and other support, it was not until 1778 that this offspring of the Dutch-Indonesian Enlightenment became a reality. The Bataviaasch Genootschap van Kunsten en Wetenschappen tried from the beginning to put into effect the program Mohr had outlined. The members even bought his instruments from his widow, intending to continue his measurements. For a number of reasons, however, this instrumental program was more than the society could support. Around 1790 instrumental science in the former Dutch East Indies came to a standstill, not to be resumed for several decades.  相似文献   

Letter from Rob Kling-Editor-in-Chief     

Rob Kling 《The Information Society》1996,12(3):213-214

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The teacher's role and approaches in a knowledge society     

Steen Beck 《Cambridge Journal of Education》2008,38(4):465-481

This article is about changes in teaching and learning. It is argued that a pluralist approach, stressing differences in qualities and problems is favourable. The paper is based on a research project regarding changing conditions for teachers and professional identity in the Danish upper‐secondary school. Both theoretical and empirical points from the research project concerning teaching and learning in an area of reform are presented. The main purpose is to develop reflections on various approaches to method and learning styles in relationship to teacher and student roles.  相似文献   

A content analysis of school anti‐bullying policies: progress and limitations     

Peter K. Smith  Cherise Smith  Rob Osborn  Muthanna Samara 《Educational Psychology in Practice》2008,24(1):1-12

Schools in England are legally required to have an anti‐bullying policy, but the little research so far suggests that they may lack coverage in important areas. An analysis of 142 school anti‐bullying policies, from 115 primary schools and 27 secondary schools in one county was undertaken. A 31‐item scoring scheme was devised to assess policy. Overall, schools had about 40% of the items in their policies. Most included improving school climate, a definition of bullying including reference to physical, verbal and relational forms, and a statement regarding contact with parents when bullying incidents occurred. But many schools did not mention other important aspects, and there was low coverage of responsibilities beyond those of teaching staff; following up of incidents; management and use of records; and specific preventative measures such as playground work and peer support. There was infrequent mention of homophobic bullying, and of cyberbullying. There was little difference between policies from primary and secondary schools. Findings are discussed in terms of national policy, and ways to support schools in maximising the potential of their policies for reducing bullying.  相似文献