Institutional complementarities: The origins of experimentation in China’s plug-in electric vehicle industry     

John P. Helveston  Yanmin Wang  Valerie J. Karplus  Erica R.H. Fuchs 《Research Policy》2019,48(1):206-222

A vast literature on technology transitions within industries suggests that early phases of new technologies are marked by periods of intense experimentation, but we know little about the conditions under which these periods emerge. We apply inductive, grounded theory-building techniques to examine what prompts firms to experiment across one emerging technology platform—plug-in electric vehicles (PEVs)—in China. Triangulating annual vehicle make and model sales data from 2003 to 2016 (plus monthly data from 2010 to 2016); 112 English and Mandarin archival documents from industry, academic, and news outlets; and 51 semi-structured interviews with industry, government, and academic stakeholders, we develop four in-depth case studies. We find that in contrast to the innovation trajectories of multinational and Chinese arms of joint venture (JV) firms, independent domestic Chinese firms (those with no history of international JV partnerships) are undertaking significant experimentation across multiple levels—infrastructure, core system, subsystem, and component—of the emerging PEV technology platform. We propose the concept of “institutional complementarities” to describe how interactions among institutions—here the national JV regulation and local market support and subsidies—may have turned regional markets into protected laboratories, extending the incubation periods for independent domestic firm experimentation. While this diverse experimentation may be an important antecedent of technology transition, consolidation induced by national policy standardization or competitive pressure may be required for PEV innovations to scale beyond their early, protected regional markets.  相似文献   

Romantic Partner Selection and Socialization During Early Adolescence     

Valerie A. Simon  Julie Wargo Aikins  Mitchell J. Prinstein 《Child development》2008,79(6):1676-1692

This prospective study examined romantic partner selection and socialization among a sample of 78 young adolescents (6th–8th graders). Independent assessments of adolescent and romantic partner adjustment were collected before and after relationships initiated via peer nomination and self‐report. Prior to their relationship, adolescents and partners were significantly alike on popularity, physical attraction, and depressive symptoms. Controlling for initial similarity, partners’ popularity, depressive symptoms, relational aggression, and relational victimization significantly predicted changes in adolescents’ functioning in these areas over time. However, the magnitude and direction of change varied according to adolescents’ and partners’ prerelationship functioning. In general, adolescents who dated high‐functioning partners changed more than those who dated low‐functioning partners, and partner characteristics predicted greater change among low‐ versus high‐functioning adolescents. Results were consistent even when controlling for best friend characteristics. The current findings are among the first to demonstrate unique contributions of romantic partner characteristics to adolescents’ psychosocial functioning.  相似文献   

Telling Truths: Wounded Truths and the Activity of Truth Telling     

Valerie Harwood 《Discourse: Studies in the Cultural Politics of Education》2004,25(4):467-476

It appears that being young and queer seems to be all about woundedness: it means experiencing suffering, including the risk of suicide, increased drug use, homelessness and violence. Yet how are these wounded truths told, and further, why is it that people in education seem to tell them "unproblematically"? This paper considers these questions by analysing wounded truth telling in the recent debate over the Western Australia Lesbian and Gay Law Reform Bill. Using <citeref rid="b7">Foucault's (2001)</citeref> discussion of Greek parrhesia (truth telling), the Western Australian debate is analysed in terms of its problematisation of wounded truth telling. Questions are raised regarding the implications of unproblematised educational practices that engage in the telling of wounded truths.  相似文献   

Our response to Adam, Alangui and Barton's ``A Comment on Rowlands & Carson `Where would Formal, Academic Mathematics stand in a Curriculum informed by Ethnomathematics? A Critical Review''     

Stuart Rowlands  Robert Carson 《Educational Studies in Mathematics》2004,56(2-3):329-342

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Scaling Performance Assessments: A Comparison of One-Parameter and Two-Parameter Partial Credit Models     

Anne R. Fitzpatrick  Valerie B. Link  Wendy M. Yen  George R. Burket  Kyoko Ito  Robert C. Sykes 《Journal of Educational Measurement》1996,33(3):291-314

In one study, parameters were estimated for constructed-response (CR) items in 8 tests from 4 operational testing programs using the l-parameter and 2- parameter partial credit (IPPC and 2PPC) models. Where multiple-choice (MC) items were present, these models were combined with the 1-parameter and 3-parameter logistic (IPL and 3PL) models, respectively. We found that item fit was better when the 2PPC model was used alone or with the 3PL model. Also, the slopes of the CR and MC items were found to differ substantially. In a second study, item parameter estimates produced using the IPL-IPPC and 3PL-2PPC model combinations were evaluated for fit to simulated data generated using true parameters known to fit one model combination or ttle other. The results suggested that the more flexible 3PL-2PPC model combination would produce better item fit than the IPL-1PPC combination.  相似文献   

Reciprocal Negative Affect in Parent-Child Interactions and Children's Peer Competency   总被引：6，自引：0，他引：6  

James L. Carson  Ross D. Parke 《Child development》1996,67(5):2217-2226

The relationship between preschool children's peer competency and the exchange of reciprocal negative affect displays during physical play with parents was examined. Teacher ratings of children's peer competency were obtained from children's preschools. Parents and children (41 families) were observed during a physical play paradigm called "the hand game" which permitted physically stimulating play, yet which also permitted clear recording of participants' facial expressions. Interactions were coded second by second for 8 min using a system of 12 mutually exclusive and exhaustive codes to categorize the affect displayed by participants. Fathers who typically responded to their children's negative affect displays with negative affect of their own had children who shared less, were more aggressive, and avoided others. Implications of the findings for theories of family-peer relationships are discussed.  相似文献   

A tale of two narratives: student voice—what lies before us?     

Valerie Hall 《牛津教育评论》2017,43(2):180-193

As the last century closed, and a bright new millennium dawned, the concept of ‘student voice’ within education emerged as something to be ‘identified’ and ‘captured’. In effect, it became reified and driven by a raft of government and institutional policies and strategic initiatives; initially within the compulsory sector, but soon followed by the post-compulsory sector as the 2000s moved on. In an increasingly quasi-consumerist environment, a mechanism had emerged with potential to ‘measure’ student satisfaction. Institutions quickly took up the ‘call to arms’, assigning responsibilities to ensure there was evidence of ‘student voice’ engagement; but there was no conversation with the ‘students’ about how this was experienced by them. This concept had become a ‘portmanteau’ term; a ‘catch all’ competing between two narratives—student voice as democratic and transformational; and student voice as ‘policy’ and strategic initiative. Formal research that could contribute to this discussion has been sparse and this paper takes a critical stance to the literature and policy, exploring the current status of student voice and proposing a research focus that has the potential to involve students in a discussion about how their voice is heard, and for what purpose.  相似文献   

Dialogic spaces: a critical policy development perspective of educational leadership qualifications     

Déirdre Smith  Darron Kelly  Carson Allard 《International Journal of Leadership in Education》2017,20(4):393-415

The critical exploration of policy development processes employed to construct leadership qualifications is the focus of this inquiry. This exploration is made through specific application of the necessary conditions of Habermasian ‘practical discourse’ to current dialogic procedures used to develop policies for principal, supervisory officer and teacher leadership qualifications. This exploratory inquiry illuminates current means of policy development and the enhancements required for the embodiment of the idealizing conditions of practical discourse. Situating practical discourse within policy development practices for educational leadership also broaches the broader question of establishing a suitable moral epistemology for educational institutions in pluralist societies. As such, the current inquiry represents an important step in the progress of educational governance with relevant implications for all regulatory institutions charged with the task of creating policy guidelines that shape educational leadership practices across highly diverse and culturally rich societies.  相似文献   

Public Art: The Problems and Potential of Multiple Meanings     

Valerie Holman 《The International Journal of Art & Design Education》1997,16(2):127-135

Public art is not just sculpture and mural painting: it can take the form of stained–glass windows, textile wall–hangings, mosaic pavements and works of art that are not even designed to be long–lasting or permanent. It is found in city squares, and secluded countryside; in National Health Service hospitals and the national headquarters of major companies. Public art can now be studied at any level from primary to postgraduate, and because art and its context are so closely related in these settings beyond the gallery, it affords a particularly rich object of analysis for all age groups. What has so far received relatively little attention is the way in which public art is read. An examination of works of art from France and America reveals that visual literacy cannot be seen in isolation, for how we read depends as much on what we bring to our reading as it does on the text or image we seek to understand.  相似文献   

Training for content teachers of English Language Learners: using experiential learning to improve instruction*     

Leslie L. Bohon  Susan McKelvey  Joan A. Rhodes  Valerie J. Robnolt 《Teacher Development》2017,21(5):609-634

Abstract

Experiential learning theory places experience at the center of learning. Kolb’s four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle – feeling, reflection, thinking, and action. This research assesses the alignment of Kolb’s experiential learning cycle with the week-long Summer Institute of Assisting, Collaborating, and Training ESL Secondary Content Teachers (ACT-ESL), the first stage of a professional development model designed to train content teachers of English Language Learners (ELLs). Qualitative and quantitative data analysis from pre- and post-surveys determined positive changes in participants’ understanding of key ELL concepts, knowledge, and understanding of instructional strategies and practices. Analysis indicated that the Summer Institute had a large effect (d > 2.00 for each scale), regardless of previous training in ELL instructional strategies. Findings show that the Summer Institute incorporated the cycle of learning and tenets of Kolb’s experiential learning theory and evidenced teacher learning.  相似文献