We make the road by walking together: New teachers and the collaborative and context-specific appropriation of shared social justice-oriented practices and concepts     

《Teaching and Teacher Education》2013

This study examined the work of a collaborative group of six new United States-based social studies teachers from the same social justice-oriented teacher education program (SJOTEP). Shared practices and concepts introduced previously in the SJOTEP were developed and appropriated to their classrooms and schools in consideration of the local context, through the collaborative problem-solving process of the group. It is argued that SJOTEPs and TEPs committed to issues of diversity, democracy, inclusion, and/or equity should be collaboration-based, teach a coherent and consistent social justice-focused curriculum, and provide post-graduation collaborative support and research it.  相似文献   

Reflective peer coaching: Crafting collaborative self-assessment in teaching     

Dale J. Vidmar 《Research Strategies》2005,20(3):135-148

Reflective peer coaching is a formative model for improving teaching and learning by examining intentions prior to teaching, then reflecting upon the experience. The goal of reflective peer coaching is to promote self-assessment and collaboration for better teaching and ultimately better learning. There are obvious benefits to colleagues collaborating and sharing ideas, thoughts, and observations. However, many models of assessing teaching effectiveness focus on summative evaluation in which colleagues observe each other once or twice a year and fill out institutional evaluation forms. Rarely do colleagues engage in formative conversations about teaching that are guided by the instructor's personal goals and objectives. Reflective peer coaching necessitates a ten-minute planning conversation prior to the actual lesson and a ten-minute reflective conversation after the lesson. These conversations happen regularly and frequently to build self-awareness and self-assessment of the personal craft of teaching. The following article outlines the dynamics of the reflective peer coaching process as a formative assessment model that leads to better learning through improved teaching.  相似文献   

A collaborative network for first responders: Lessons from the CapWIN case     

Jane Fedorowicz  Janis L. Gogan  Christine B. Williams   《Government Information Quarterly》2007,24(4):785

It is increasingly important for government agencies to collaborate across jurisdictional and functional boundaries. Interorganizational systems supporting interagency collaboration must accommodate a wide range of factors from the external environment and participating organizations as part of their design and operation. This paper presents the findings from a case study of CapWIN, a collaborative network created to enable first responders to share information across jurisdictional and functional boundaries as they work together during emergencies and other critical events. The study examines how aspects of the external environment and the agency context impeded or facilitated the CapWIN collaborative network and the interorganizational system (IOS) that supports it. We identify factors affecting information sharing and collaborative processes, and describe how these factors interact to enable and constrain an IOS. The paper concludes with suggestions for further research on the interplay of environmental, organizational, and technical aspects of interagency collaboration networks as they evolve over time.  相似文献   

Problems in interagency collaboration: Lessons from a project that failed   总被引：1，自引：0，他引：1  

John A. Byles D.S.W. 《Child abuse & neglect》1985,9(4):549-554

Several institutions (e.g., child welfare, police, court, health, education, social service) are necessarily involved in the management of child abuse in all communities. The need for better cooperation among them has been acknowledged; inquests into child deaths resulting from abuse have often attributed some blame to faulty communication and/or poor cooperation between the institutions. The Community Child Abuse Team (CCAT) Project was designed by these same institutions in Hamilton, Ontario, to maximize interagency collaboration. The hypothesis, that this "interagency collaboration" model would provide more efficient and effective services to abused children and their families, was never tested. During its 30 months of operation the CCAT program never materialized as planned and funding was terminated. This paper describes selected problems and issues that arose during the struggle to implement the project. The central problematic issue was control. Those responsible for the project lacked the power to insist that the design be adhered to during the initial stage.  相似文献   

知识协作背景下电子商务服务供应链关系治理——一个分而治之的组合激励机制     

刘征驰  石庆书  张晓换 《软科学》2015,(1):110-114

立足服务集成商视角,将知识协作纳入关系治理模型,尝试采用业绩与产权的组合机制来激励服务提供商的专业服务和知识协作活动。研究发现:两种机制在一定范围内存在替代关系,产权激励越大双边战略合作伙伴关系越紧密,均衡比例取决于博弈结果。最后,将结论应用于电子商务代运营服务案例分析。  相似文献   

知识链协同效应作用机理实证研究     

胡园园  顾新  程强 《科学学研究》2015,33(4)

以知识链为研究对象,从主体协同、机制协同和知识协同三个方面分析了知识链协同效应形成机理,并提出相关研究假设。通过知识链中成员组织合作的数据,运用结构方程对本文相关假设进行了实证检验。研究表明:主体协同、机制协同和知识协同均对知识链协同效应的产生有直接影响。此外,在知识链中机制协同对主体协同和知识协同有正向影响,而主体协同对于知识协同影响作用并不显著。  相似文献   

Stories in networks and networks in stories: a tri-modal model for mixed-methods social network research on teachers     

Kira J Baker-Doyle 《International Journal of Research & Method in Education》2015,38(1):72-82

Social network research on teachers and schools has risen exponentially in recent years as an innovative method to reveal the role of social networks in education. However, scholars are still exploring ways to incorporate traditional quantitative methods of Social Network Analysis (SNA) with qualitative approaches to social network research. This article provides a mixed-methods model for researching teachers' social networks and an empirical example of the model in practice. The model incorporates a tri-modal coding approach that promotes data validity while uncovering network data that some SNA methods may overlook.  相似文献   

国际科技合作对跨学科研究影响的评价研究——基于文献计量学分析的视角     

王文平  刘云  何颖  谭龙 《科研管理》2015,36(3):127-137

基于中国学者在生物技术与应用微生物学、电子电气工程、数学、医学、神经科学、物理学等6个重要研究领域发表的SCI论文,分别将国际合作论文和非国际合作论文作为研究对象,构建论文跨学科研究程度的测度指标,评价国际科技合作对推动跨学科研究的影响程度及中国与世界跨学科研究程度的差异。结果表明:国际合作促进了跨学科的研究;但国际合作推动跨学科研究的程度受研究领域的影响,新兴的、应用性较强的研究领域的跨学科研究程度较高;国际合作论文的跨学科研究程度逐渐提高;中国在多个研究领域的跨学科程度低于国际平均水平。  相似文献   

基于合作全球图的专利国际合作分析   总被引：1，自引：0，他引：1  

刘胜奇  朱东华  汪雪锋  马婷婷 《科研管理》2015,36(3):79-83

为辅助国际合作分析与管理,提出合作全球图。经过分析现有网络图、网络地理组合图,合作全球图将合作网络图融合全球地理图,以点的大小表示合作次数,用边揭示合作行为,在全球地理图上完整显示国际合作网络信息。实验表明,锂电池专利合作全球网络中,国家合作被北美合作网络、西欧合作网络、东亚合作网络主宰,美国、德国、法国、日本、韩国、中国是当之无愧的六强霸主,Centre Nat,Univ Tsinghua分别位居申请人合作的冠亚军。由此可见,合作全球图有助于国际合作分析、国际合作管理等。  相似文献   

纳米科技国际合作创新网络结构与演化特征研究          下载免费PDF全文

刘云  蒋海军  樊威  闫哲  叶选挺 《科研管理》2015,36(2):41-49

本文基于国际合作论文数据检索与挖掘,对纳米科技国际合作创新网络进行了系统分析,描绘了合作网络的总体特征,并利用基尼系数、核心边缘分布、中心性、聚类、数据可视化等方法分析了合作网络的结构和演进特征。研究发现,中国在纳米国际科技合作网络中的地位愈加重要,正成为美国之外的另一极;法国和南非在网络中发挥了桥梁和中介作用;越来越多国家意识到纳米科技的重要性,着力通过国际合作推进本国纳米科技的发展。  相似文献