How and where is artificial intelligence in the public sector going? A literature review and research agenda     

Weslei Gomes de Sousa  Elis Regina Pereira de Melo  Paulo Henrique De Souza Bermejo  Rafael Araújo Sousa Farias  Adalmir Oliveira Gomes 《Government Information Quarterly》2019,36(4):101392

To obtain benefits in the provision of public services, managers of public organizations have considerably increased the adoption of artificial intelligence (AI) systems. However, research on AI is still scarce, and the advance of this technology in the public sector, as well as the applications and results of this strategy, need to be systematized. With this goal in mind, this paper examines research related to AI as applied to the public sector. A review of the literature covering articles available in five research databases was completed using the PRISMA protocol for literature reviews. The search process yielded 59 articles within the scope of the study out of a total of 1682 studies. Results show a growing trend of interest in AI in the public sector, with India and the US as the most active countries. General public service, economic affairs, and environmental protection are the functions of government with the most studies related to AI. The Artificial Neural Networks (ANN) technique is the most recurrent in the investigated studies and was pointed out as a technique that provides positive results in several areas of its application. A research framework for AI solutions for the public sector is presented, where it is demonstrated that policies and ethical implications of the use of AI permeate all layers of application of this technology and the solutions can generate value for functions of government. However, for this, a prior debate with society about the use of AI in the public sector is recommended.  相似文献   

Drop Everything and Write (DEAW): an innovative program to improve literacy skills     

R. Malatesha Joshi  P. G. Aaron  Nancy Hill  Emily Ocker Dean  Regina Boulware-Gooden  William H. Rupley 《Learning Inquiry》2008,2(1):1-12

It is believed that language is an innate ability and, therefore, spoken language is acquired naturally and informally. In contrast, written language is thought to be an invention and, therefore, has to be learned through formal instruction. An alternate view, however, is that spoken language and written language are two forms of manifestations of the same inner language and that under certain circumstances, they both are acquired the same way. Nevertheless, in reality, the motor mechanisms for speech mature earlier than the ones needed for reading and writing, and, therefore, spoken language gains precedence and is acquired earlier than the written language. Based on this rationale, it is hypothesized that if the option to communicate through oral language is restricted, and children are made to communicate only through written language, we can expect written language skill to emerge with greater force. This hypothesis was put to test by conducting a pilot study in which children’s option to communicate with each other in the classroom was limited to written language for brief periods. One group of fourth graders were allowed to communicate with each other for half an hour a day, 4 days a week, for a period of one semester only through written language. No talking was allowed during this period. A comparison group of children were not restricted in this way. We labeled this project “Drop Everything and Write” (DEAW). Both the groups were administered pre- and post-tests of reading and spelling. After one semester of this program, children in the DEAW program achieved significantly higher scores on tests of vocabulary, reading comprehension, and spelling than the comparison group. The DEAW group also improved greatly in written language use. The results are interpreted to support the hypothesis.  相似文献   

Race,class, and emerging sexuality: teacher perceptions and sexual harassment in schools     

Regina Rahimi  Delores Liston 《Gender and education》2011,23(7):799-810

Sexual harassment is a highly troubling gendered phenomenon that plagues young women on a daily basis. The way in which sexual harassment is perceived and treated is varied and is largely based on racial and class stereotypes. This paper highlights the findings from a study in which a group of middle and high school teachers were interviewed and their perceptions of sexual harassment on their campuses were discussed. What was revealed throughout this study was the way in which many teachers’ notions of sexuality are conceptualised through their notions of class and race. This paper addresses how such racial and class stereotypes veil the sexual victimisation of many young women.  相似文献   

Vocational Education and Training: Researching the Relationship between School and Work     

Regina H. Mulder  Gerhard Messmann  Christoph König 《European Journal of Education》2015,50(4):497-512

Researchers and policy makers agree that the relation between school and work is an important characteristic of vocational education and training (VET) and needs attention. The relation itself poses several challenges for research to be successful and useful for policy makers. In this article, we outline these challenges and answer the following question: What needs to be considered when researching the relation between school and work? Our central claim is that research on the relation between school and work needs to (1) take into account contextual conditions of the VET system, including identifying the central actors and their responsibilities within a VET system, (2) take into account the characteristics of VET itself, (3) define the quality of the relation between school and work (depending on the context, characteristics of the VET system and VET itself), and (4) be consistent with respect to chosen research aims and paradigms. To illustrate how these aspects can be taken into account an example of empirical research conducted in the German dual apprenticeship system is described. The readers are provided with guidelines for researchers and policy makers to carry out high quality research on the relation between school and work in VET systems that enables policy makers to make use of the results to improve the relation between school and work in VET systems.  相似文献   

Analysing student written solutions to investigate if problem-solving processes are evident throughout     

Regina Kelly  Odilla E. Finlayson 《International Journal of Science Education》2016,38(11):1766-1784

An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students’ problem-solving process rather than solely assessing the correctness of problem solutions.  相似文献   

Addressing students’ emotional needs during the COVID-19 pandemic: a perspective on text versus video feedback in online environments     

Kaplan-Rakowski  Regina 《Educational technology research and development : ETR & D》2021,69(1):133-136

This paper reflects on the findings of Borup et al. (Educ Technol Res Dev 63:161–184, 2015) regarding the efficiency and affect of text and video feedback in the context of the rapid shift to online education due to the COVID-19 pandemic. Based on reports of diminished mental wellness, increased depression, and anxiety among learners and instructors, this paper offers ideas on how to apply the findings from Borup et al. (Educ Technol Res Dev 63:161–184, 2015) from a combination of practice, research, design, and inclusion perspectives to ensure emotional support, mental wellness, and social presence during times of crisis, even at the expense of efficiency of instruction.

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Supporting Technology Integration through Action Research     

Regina Royer 《Clearing house (Menasha, Wis.)》2013,86(5):233-237

New demands and high attrition levels of special education teachers have created a crisis for education and extensive additional stress for special education directors and principals. The critical shortage of highly qualified special education teachers has significantly increased the pressure to hire and retain them. This article discusses factors that affect teacher attrition and proactive recommendations to address the shortage. In addition, the authors make suggestions for systemic reform and improvement of the level of job satisfaction for special education teachers.  相似文献   

Service-Learning for Remedial Reading and Writing Students     

Regina A. Rochford 《Community College Journal of Research & Practice》2013,37(5):345-355

In 2008, Queensborough Community College incorporated service learning into 15 remedial reading and writing courses. To determine its impact, statistical analyses were performed, and they demonstrated significantly (a) higher GPAs, (b) improved rates of retention, and (c) the completion of more college credits among service learning participants. In addition, an ANOVA revealed insights into the individual service-learning projects. It was determined that the most effective programs (a) directly connected the service-learning activity to the course curriculum, (b) provided multiple experiences performing tasks, and (c) placed students in community-based organizations appropriate for their level of literacy.  相似文献   

A MANAGEMENT TOOL FOR REALLOCATING COLLEGE RESOURCES     

Donald A. Dellow  Regina Losinger 《Community College Journal of Research & Practice》2013,37(8):677-688

Community college administrators frequently need to deal with program enrollment shifts resulting from economic and demographic shifts. Reallocating resources between areas of the college to adjust to those enrollment shifts can become a difficult process if there isn't a careful monitoring of enrollment patterns and program costs. The authors describe their use of an enrollment and cost trends report that is published and distributed to the campus yearly. The report, with ten years of trend data on enrollments and credit hour costs, is utilized to provide a basis for planning, budgeting, and prioritizing personnel decisions. The authors contend that the public nature of the report is necessary to educate the campus to the importance of controlling program costs. The resulting campus awareness assists administrative efforts to reallocate funds within and between program areas and provide benchmarking comparisons. The usefulness of the data in legislative lobbying and fund raising also is described.  相似文献   

List of Reviewers 2006     

Iven Schad  Regina Roessler  Andreas Neef  Anne Valle Zárate  Volker Hoffmann 《The Journal of Agricultural Education and Extension》2013,19(1):85-87

ASCTRACT

This study aims to analyze the potential and constraints of group-based extension approaches as an institutional innovation in the Vietnamese agricultural extension system. Our analysis therefore unfolds around the challenges of how to foster this kind of approach within the hierarchical extension policy setting and how to effectively shape and enable learning groups. The analysis draws on qualitative data from case studies of five newly established extension groups in Son La province, collected between 2007 and 2008. Content analysis was applied as the main analytical tool. The basic principles of group-based learning approaches are still underdeveloped, mainly due to a non-supportive institutional environment and a command-and-follow mentality. Extension groups suffer from an insufficient distinction between social processes and technical procedures. Finding an appropriate balance between enhancing leadership and supporting collective responsibility is identified as key to sustain groups. The research identified room for adjustments in group-organizational issues since the external institutional environment is hard to change. The particular value of this paper lies in addressing how to organize group-extension approaches in the context of reformed extension systems in a transitional socialist setting.  相似文献