A resourcification manifesto: Understanding the social process of resources becoming resources     

Johan Hultman  Hervé Corvellec  Anne Jerneck  Susanne Arvidsson  Johan Ekroos  Clara Gustafsson  Fay Lundh Nilsson  Niklas Wahlberg 《Research Policy》2021,50(9):104297

In times of major global interconnectedness and environmental change, the pressure to identify, create, and exploit new resources is certain to intensify. Given that there are unavoidable trade-offs, conflicts, and arenas for violence involved when increasingly more material and immaterial things are turned into resources, we call for explicit research on the very process – a process that we label resourcification. The concept of resourcification shifts attention from essentialist queries about the nature of resources to a focus on the social processes through which things are turned into resources. In search of a better understanding of resources in the Anthropocene and, in particular, an understanding about the way resources emerge and are used, resourcification offers a new conceptual framework that allows for a systematic search for knowledge about the diversity of contexts, conditions, modes, and temporalities of resourcification. This Resourcification Manifesto offers a theoretical and empirical framework for a radical and disruptive approach to innovation, sustainability, and management studies and policies.  相似文献   

Developing an agent-based adaptive system for scaffolding self-regulated inquiry learning in history education     

Eric G. Poitras  Susanne P. Lajoie 《Educational technology research and development : ETR & D》2014,62(3):335-366

This article presents a methodology for modelling the development of self-regulated learning skills in the context of computer-based learning environments using a combination of tracing techniques. The user-modelling techniques combine statistical and computational approaches to assess skill acquisition, practice, and refinement with the MetaHistoReasoning tool, a single-agent system that supports inquiry-based learning in the domain of history. Data were collected from twenty-two undergraduate students during a 4-h session where user interactions were logged by the system. A logistic regression model predicted user performance in relation to a skill categorization task with 75 % accuracy. The manner in which users apply the skills that are acquired is then assessed through a rule-based reasoning system that allows the pedagogical agent to adapt instruction. The results show that the model allows the agent to detect instances when skills are inappropriately applied as well as what type of goal that is pursued by students. We discuss the implications of these user-modelling techniques in terms of sequencing instructional content and using the tutoring agent to deliver several types of discourse moves in order to enhance learning.  相似文献   

Wirksamkeit schulrelevanter Förderung in Kindertagesstätten     

Marcus Hasselhorn  Susanne Kuger 《Zeitschrift für Erziehungswissenschaft》2014,17(2):299-314

The present paper summarizes international and national research findings on the general and differential effectiveness of pedagogical work in early childhood education and care settings, evaluations of pilot projects on compensatory preschool education as well programs to support individual learning abilities. Based on these findings, the following conclusions are drawn: First, attending early childhood education and care settings at an early age (after the age of three) has a positive influence on the development of academic competences. Second, the effectiveness of these settings depends on the instructional quality, which could be considerably improved in Germany. Third, pilot projects on programs to support individual learning abilities could show that compensatory effects for disadvantaged groups of children exist, especially when they are interlinked with stimulating conditions in the family and at school. Fourth, effective training programs exist that can be implemented in early childhood education and care. However, a number of challenges need to be met before they can be successfully implemented.  相似文献   

Competitive Research Grants and Their Impact on Career Performance     

Carter Bloch  Ebbe Krogh Graversen  Heidi Skovgaard Pedersen 《Minerva》2014,52(1):77-96

The role of competitive funds as a source of funding for academic research has increased in many countries. For the individual researcher, the receipt of a grant can influence both scientific production and career paths. This paper focuses on the importance of the receipt of a research grant for researchers’ academic career paths utilizing a mixed methods approach that combines econometric analysis with in-depth qualitative interviews. The analysis has novel elements both in terms of its subject (impact of funding grants on individuals’ academic career paths) and approach. The results of this study indicate that while research grants have a positive impact on the research performed under the grant itself, there are very important secondary effects on research performance through positive effects on academic career advancement. The probability of obtaining a full professorship for grant recipients is almost double that for rejected applicants, 16 percent compared to 9 percent. The probability for career advancement in general is about 9 percentage points higher for grant recipients. Qualitative interviews support these quantitative results by providing insights into how grants impact research careers, through heightened status, recognition, networking and other factors.  相似文献   

Emotional and Behavioral Predictors of Preschool Peer Ratings   总被引：11，自引：0，他引：11  

Susanne A. Denham  Marcia McKinley  Elizabeth A. Couchoud  Robert Holt 《Child development》1990,61(4):1145-1152

It was predicted that social cognitive, behavioral, and affective aspects of young children's social development would predict stable peer ratings of their likability. Measures of likability, emotion knowledge, prosocial and aggressive behavior, peer competence, and expressed emotions (happy and angry) were obtained for 65 subjects (mean age = 44 months). Sociometric ratings, particularly negative, were stable over 1- and 9-month time periods. Correlational analyses showed that emotion knowledge and prosocial behavior were direct predictors of likability. Prosocial behavior mediated the relations of gender and expressed emotions with likability (i.e., gender and expressed emotions were each related to prosocial behavior, and prosocial behavior was related to likability, but neither gender nor expressed emotions were related to likability with prosocial behavior partialled out). Knowledge of emotional situations similarly mediated the age-likability relation. Results uphold the early development of stable peer reputations and the hypothesized centrality of emotion-related predictors of likability.  相似文献   

Notes and Comments     

Susanne M. Shafer 《比较教育学》1974,10(1):1-2

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Stability and patterns of classroom quality in German early childhood education and care     

Susanne Kuger  Katharina Kluczniok  David Kaplan  Hans-Guenther Rossbach 《School Effectiveness & School Improvement》2016,27(3):418-440

Many education systems worldwide have dedicated a significant amount of resources to improve quality levels in early childhood education and care. Research can contribute to this goal by providing information about conditions of high-quality education and care and reasons for changes in the quality provided to children. This study therefore analyzes the stability of educational quality and patterns of dependency of process quality on possibly determining context factors over a period of 3 consecutive school years to detect mechanisms of change and patterns of quality. Longitudinal data of a field study with annual assessments in 97 German classrooms were analyzed via growth curve analyses using Bayesian estimation. The analyses revealed an increase in process quality provided in the classrooms. Classroom composition characteristics showed strongest relations to status and change of process quality; allocated resources and characteristics of the professional staff were less strongly related.  相似文献   

Parental distress: the initial phase of hearing aid and cochlear implant fitting     

Burger T  Spahn C  Richter B  Eissele S  Löhle E  Bengel J 《American annals of the deaf》2005,150(1):5-10

The results of previous cross-section studies suggest that childhood hearing impairment may lead to parental psychosocial stress. The present study investigated whether modifications in parental psychic state can be ascertained in connection with the child's treatment events and the child's hearing and speech status, in a prospective study design. Data were available on 116 fathers and mothers regarding the pre-cochlear implant examination or hearing aid fitting of their child. In the course of the child's treatment, parental quality of life improved from a low to a normal level. Among children who were at the stage of pre-examination for a cochlear implant, better hearing and speech capacity was linked to more severe impairment of the parental state. It is emphasized that the parents whose children showed comparatively good language development at the time of pre-examination for a cochlear implant were especially subjected to stress.  相似文献   

Q-Sort Assessment of Child-Teacher Attachment Relationships and Social Competence in the Preschool   总被引：1，自引：0，他引：1  

Jennifer Mitchell-Copeland  Susanne A. Denham  Elizabeth K. DeMulder 《Early education and development》1997,8(1):27-39

The implications of the attachment relationship between children and their preschool teachers was investigated. Sixty-two preschool-age children and their teachers were studied to assess relations between the quality of attachment relationships and social competence. Results indicate that attachment security with teacher is related to prosocial behavior and teacher-rated social competence in the preschool. In addition, evidence suggests that when the child-mother attachment relationship is insecure, a secure attachment relationship with a preschool teacher may partially compensate for the insecure relationship. Children who were insecurely attached to mother but securely attached to teacher had higher teacher-rated social competence, were more prosocial, and were more positive emotionally than children who were insecurely attached to both mother and teacher.  相似文献   

Knowledge flows through informal contacts in industrial clusters: myth or reality?   总被引：5，自引：0，他引：5  

Michael S. Dahl  Christian .R. Pedersen 《Research Policy》2004,33(10):1673-1686

The role of informal networks in the development of regional clusters has recently received a lot of attention in the literature. Informal contact between employees in different firms is claimed to be one of the main carriers of knowledge between firms in a cluster. This paper examines empirically the role of informal contacts in a specific cluster. In a questionnaire survey, we asked a sample of engineers in a regional cluster of wireless communication firms in Northern Denmark a series of questions on informal networks. We analyze whether the engineers actually acquire valuable knowledge through these networks. We find that the engineers do share even quite valuable knowledge with informal contacts. This shows that informal contacts represent an important channel of knowledge diffusion.  相似文献