The Role of the Father in the Family     

Ruth Jacobson Tasch 《Journal of Experimental Education》2013,81(4):319-361

The relationships among attributional beliefs, self-perception of competence, knowledge, and reported use of learning and reading strategies and reading achievement were investigated. Subjects included 104 Grade 5, 133 Grade 7, and 101 Grade 9 students with and without learning difficulties. Results provided empirical support for a close relationship between motivation and strategic learning proposed in recent metacognitive theories. Although the motivation variables had a more important role than strategic learning in explaining achievement variance in the younger grades, strategic learning was found to mediate between the effects of motivation on reading achievement in Grade 9. Further, a pattern of learned helplessness was observed among the poor learners in the study. Implications of these findings for instruction are discussed.  相似文献   

Managing open incremental process innovation: Absorptive Capacity and distributed learning     

Paul L. Robertson  G.L. Casali  David Jacobson 《Research Policy》2012,41(5):822-832

In this conceptual article, we extend earlier work on Open Innovation and Absorptive Capacity. We suggest that the literature on Absorptive Capacity does not place sufficient emphasis on distributed knowledge and learning or on the application of innovative knowledge. To accomplish physical transformations, organisations need specific Innovative Capacities that extend beyond knowledge management. Accessive Capacity is the ability to collect, sort and analyse knowledge from both internal and external sources. Adaptive Capacity is needed to ensure that new pieces of equipment are suitable for the organisation's own purposes even though they may have been originally developed for other uses. Integrative Capacity makes it possible for a new or modified piece of equipment to be fitted into an existing production process with a minimum of inessential and expensive adjustment elsewhere in the process. These Innovative Capacities are controlled and coordinated by Innovative Management Capacity, a higher-order dynamic capability.  相似文献   

Stringtern: springboarding or stringing along young interns’ careers?     

Jenna Jacobson  Leslie Regan Shade 《Journal of Education & Work》2018,31(3):320-337

Young people are repeatedly promised that internships will pave the way to the career of their dreams by providing the ‘hands-on experience’ necessary to differentiate themselves in a fierce job market. However, in many industries, internships – and increasingly unpaid internships – have become the obligatory norm. Young people quickly learn that the internship is not an opportunity, but rather a ‘necessary evil’ that, for many, strings them along in the hope that it may lead to a less precarious paid opportunity. In this article, our findings are based on 12 in-depth interviews with young female interns in the creative industries based in Toronto and New York City. Our participants recognise that in the current economic climate, they need to ‘pay their dues’; however, they often enter into a system of sequential – or string – internships, and become, what we label, a stringtern. In an evolving internship market in North America, we develop a typology of internships including (1) paid/underpaid/unpaid, (2) academic credit/not-for-credit, (3) for-profit/non-profit, (4) full-time/part-time and (5) on-site/off-site to develop a common language to critically analyse the culture of internships. By valuing young people’s perspectives as gleaned from our interviews, the typology aims to provide a more nuanced way to approach the complexity of unpaid internships and the transition from education to the workforce. Furthermore, three interrelated implications of the culture of internships are identified: internship as a free trial, internship as conveyor-belt labour and internship as displacing paid employment.  相似文献   

Connecticut Teacher Assessment Center (CONNTAC) program: Assessing professional knowledge of beginning teachers     

Larry S. Jacobson  Raymond L. Pecheone 《Journal of Personnel Evaluation in Education》1991,5(2):205-226

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Learning through movement     

Virginia Jacobson  Arlene Whiteman Jones  Kay Taylor  Leonard Munter 《Annals of dyslexia》1970,20(1):66-72

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Fifty years of research in science education     

Willard J. Jacobson 《科学教学研究杂志》1975,12(4):457-461

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Indicators and outcomes of Canadian university research: Proxies becoming goals?   总被引：3，自引：0，他引：3  

Cooper H. Langford  Jeremy Hall  Peter Josty  Stelvia Matos  Astrid Jacobson 《Research Policy》2006,35(10):1586-1598

This paper analyzes Canadian Government attempts to encourage and measure commercialization of university knowledge for socio-economic improvement. Universities are regarded as major, insufficiently exploited, repositories of knowledge. Here, paths by which knowledge can be transferred across institutional boundaries, and various input and output/outcome measures are identified. Available Canadian data are evaluated and a detailed quantitative and qualitative study of one institution is presented. Three key issues emerge: (1) current proxies focus on licensing and spin-off, and do not measure several important paths of knowledge flow; (2) most readily available proxies are derived from aggregate data and are inadequate to fully reflect the idiosyncratic and path-dependent nature of innovation; (3) if the goals and incentives of the actors in the ‘triple helix’ are skewed or misinterpreted by indicators, universities and firms may engage in counterproductive activities. We propose additional indicators that might help to prevent one measurable dimension from becoming the policy driver to the detriment of the overall goals.  相似文献   

Understanding teacher affect,knowledge, and instruction over time: an agenda for research on productive disposition for teaching mathematics     

Erik Jacobson  Jeremy Kilpatrick 《Journal of Mathematics Teacher Education》2015,18(5):401-406

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Advances in scaffolding learning with hypertext and hypermedia: theoretical,empirical, and design issues     

Michael J. Jacobson  Roger Azevedo 《Educational technology research and development : ETR & D》2008,56(1):1-3

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Early prediction of individual growth in reading     

Jacobson  Christer  Lundberg  Ingvar 《Reading and writing》2000,13(3-4):273-296

Seventy four boys with reading disabilities and amatched control group of normal readers were followedduring their compulsory schooling (to grade 9). Worddecoding performance was assessed with the Wordchainstest on three occasions. For each student a lineargrowth function was estimated. The slope parameter wasused as the dependent variable in a multipleregression analysis with a large number of explanatoryfactors from grades 2 and 3 including phonologicalskills, reading and spelling, non-verbal intelligence,motor skills, eye movements, teacher ratings of schoolbehaviour and parents' education. The proportion ofvariance in growth explained for the reading disabledboys amounted to 25%, the most powerful predictorsbeing early reading performance and non-verbalintelligence. More surprisingly, neither teacherratings nor family background gave useful predictiveinformation. For the control group none of theindependent variables explained the variance of growthin reading.  相似文献