Teaching science to transgress: Portraits of feminist praxis     

Sara Tolbert  Salina Gray  Marelis Rivera  Alexa Schindel 《科学教学研究杂志》2022,59(1):127-165

Drawing from intersectional feminist scholarship, we communicate how Salina and Marelis, both women of color, teach science for social justice in the face of significant institutional challenges. Theorizing from their experiences and practices, we articulate a feminist praxis for school science, which includes (1) building community and collectivist orientations, (2) cultivating joy from/within the margins, (3) naming and dismantling inequities, and (4) repositioning students—practices that have profound implications for improving the school science experiences of underrepresented students in science, including girls of color and other marginalized students. Finally, we highlight the ways in which women of color negotiate, repurpose, and transform institutional and disciplinary barriers to reimagine the world(s) of school science.  相似文献   

高新技术产业竞争力评价研究——以陕西宝鸡为例     

唐露源  霍国庆 《科技管理研究》2022,(13)

基于对陕西省宝鸡市高新技术产业的实地调研以及调研专家评审意见,结合政府和行业组织发布的权威数据,以波特“钻石模型”为原型,专家组采取层次分析法和专家赋权法构建以产业链竞争力、研发创新竞争力、人才竞争力、资本竞争力、产品市场竞争力为五个维度的产业竞争力模型。采用专家主观赋权法以及客观赋权法对产业竞争力体系指标进行测算,综合实地调研数据与专家赋权值对宝鸡高新技术产业进行综合评级及分析,并将宝鸡高新技术产业与苏州高新技术产业进行对比分析。结果显示：宝鸡高新技术产业竞争力总体偏弱,产业研发创新投入不足,产业链完整度有待提高,产业人才、资本以及市场竞争力优势不明显。对此,针对如何全面提升宝鸡高新技术产业竞争力提出建议。  相似文献   

数字技术驱动下的企业开放式创新路径研究——基于fsQCA方法的组态效应分析     

梁玲玲  李烨  陈松 《科技管理研究》2022,(17)

数字技术的广泛应用突破了企业传统的封闭式边界,加强了与其他创新主体之间的技术交流、信息沟通以及研发合作。然而,组织的弱边界性在一定程度上也会弱化企业的主导权和控制力,增加管理费用和业务运营冗余度,从而降低企业创新绩效。如何维持数字赋能系统过程中企业边界的稳定性和独立性推动创新持续性发展,帮助企业构建可持续发展的数字创新能力尚有待于进一步研究。本文应用模糊集定性比较分析方法(fsQCA)并结合制度理论,分析了多层面的组态效应对企业开放式创新绩效的多重并发机制和复杂因果路径。结论表明：企业领导力和知识产权管理分别从非正式制度和正式制度层面为解决数字赋能和制度逻辑差异外部性的负效应提供了思路,同时互补性资产是数字赋能开放式创新核心条件,本文的结论有助于拓展开放式创新研究视角,为有效提升企业创新绩效提供了启示。  相似文献   

基于扁平化和赋能化思维优化高校大型仪器网格化管理模式的探究     

范寒寒  朱久娟 《科技管理研究》2022,(18)

该文以中国地质大学(北京)为例,剖析了高校大型仪器网格化管理的现状与存在的问题,并以“放管服”为主要理念,以管理层级扁平化和管理权限赋能化为主要手段,对高校现有的大型仪器网格化管理模式进行了优化升级,同时,以制度体系、考核评价、能力建设、信息化水平为主要对象,对扁平化和赋能化大型仪器网格化管理的机制进行了探究,以期提高大型仪器有序开放共享与安全稳定运行的水平,为高校大型仪器的管理工作提供了一些思考和借鉴。  相似文献   

Curriculum-making in South Africa: promoting gender equality and empowering women (?)     

Shan Simmonds 《Gender and education》2014,26(6):636-652

The United Nations Millennium Development Goals (2000?2015) are clearly embedded in South Africa's education policy documents. However, they are not adequately infused into the curriculum. This article focuses specifically on the third Millennium Development Goal (MDG) ? promoting gender equality and empowering women ? and the need to place this curriculum content at the centre and not on the periphery, to achieve its goal. Qualitative document research was used to explore the extent to which South Africa's curriculum-making has promoted gender equality and the empowerment of women during the promotion of the 2000–2015 MDGs. The findings of this research show potential intersections of poverty, age and worldviews with gender; a stronger focus on human rights values; and concrete strategies to combat unhealthy sexual behaviour. However, the curriculum continues to be saturated with negative perspectives and binary perceptions of gender. There is also a lack of attention to the world of work. The assumption underlying this seems to be that gender equality and the empowerment of women are unattainable or that they are unimportant. This article concludes by underlining the need for the curriculum to be a genuine agent of change, which necessitates a new gender discourse in curriculum-making.  相似文献   

Decentralization of First Nations Education in Canada: Perspectives on Ideals and Realities of Indian Control of Indian Education     

Seth A. Agbo 《Interchange》2002,33(3):281-302

Fuelled by the concept of self-determination, efforts to improve schooling under the banner of decentralization are taking hold in First Nations communities throughout Canada. Proponents of decentralization hold the perception that decentralized systems are more likely to improve education than centralized systems. But is there a chance that local control can improve First Nations education? From the point of view of the realization of the decentralization values, the outcome is uncertain at best and gloomy at worst. To the extent that First Nations are alert to the emerging educational needs and problems and strong enough to mobilize First Nations resources on their behalf, we may entertain a cautious optimism on the resolution of some of the manifold contradictions of decentralization. I contend that unless there is a genuine devolution that entails the empowerment of First Nations communities to provide an education that is specifically suited to each community, schools for Aboriginal children will remain mediocre in quality. If decentralization is to sustain its momentum and advance productively in coming years, at least it should meet three conditions. First, certain constraints or contradictions internal to decentralization will have to be resolved. Second, Aboriginal scholars and First Nations school authorities need to employ appropriate change strategies by providing a framework for local control, and finally, First Nations communities and federal authorities need to find the key symbolic and structural characteristics of decentralizing First Nations schools.  相似文献   

领导方式的革命--对西方领导学中授权运动的思考     

孙昭 《哈尔滨学院学报》2005,26(2):65-68

随着中西学术交流的深入，管理学在中国悄然兴起，西方管理学或领导学中的管理理念有许多理论可供我们借鉴。文章就管理学中的授权进行了简单总结与分析，指出授权的必要性、意义以及授权在现实中的两难困境，从而说明授权作为领导方式是一种全新的革命。  相似文献   

PHR in health and social care for older people – regional development through learning within and across organisations     

Margareta Rämgård  Annika Forsgren  Helen Avery 《Educational Action Research》2017,25(4):506-524

The study draws on findings from a series of seven participatory action research projects in community care for older people carried out over a period of eight years in 20 municipalities in southern Sweden. The analysis here looks at social impact across administrative levels and geographical scales. Different professional groups and care workers in community care participated, crossing divides between social work and health care. The participatory methods all involved a phase of individual reflection, a phase of reflection in practice with colleagues and mixed groups at the regional level, including unit managers and directors in some stages. Impacts concerned interprofessional learning and improved conditions for collaboration in care for older people across institutional boundaries as well as organisational learning across the municipalities. The action research approach was characterised by intensive work with values, empowering low-status professional groups. Social impacts were achieved beyond each project by benefitting from the multi-stakeholder design, using the structure of the organisations and the regional R&D department of the Association of Local Authorities. Over time, the different projects thus contributed to regional development ‘from below’. Nevertheless, employer perspectives tended to determine which conclusions from the projects were eventually implemented and prioritised. Continued reflective dialogue meetings between professional groups are therefore, needed as part of regular work processes. Local and regional structures need forms of autonomy that allow them to implement recommendations from participatory projects. Finally, employee perspectives need to be reflected in decision-making at all levels, particularly including low-status groups of care staff.  相似文献   

Contested womanhood: women’s education and (re)production of gendered norms in rural Pakistani Muslim communities     

Ayesha Khurshid  Alexis Saba 《Discourse: Studies in the Cultural Politics of Education》2018,39(4):550-563

In a world marred by the fears of religious extremism, Muslim women have become subjects of various global projects that aim to modernize ‘traditional’ Muslim societies through women’s education and empowerment. Embedded in these discourses is an assumption that all educated Muslim women will empower themselves through challenging the ‘oppressive’ structures of their families and communities. This paper challenges these homogeneous narratives of education and empowerment through highlighting the complexities of educated women’s daily lives in rural Pakistan. We situate the lived experiences of rural educated Pakistani women in global mainstream as well as in local historical narratives regarding the role and purpose of education for women. Our analysis reveals how the educated women participants’ lives were shaped by a complex gendered hierarchy that facilitated educated women to take on new roles while simultaneously requiring them to maintain harmonious relationships with family and community members.  相似文献   

Accountability and control in American schools*     

Richard M. Ingersoll  Gregory J. Collins 《课程研究杂志》2017,49(1):75-95

Abstract

One of the most controversial and significant of contemporary education reforms has been the teacher accountability movement. From this perspective, low-quality teachers and teaching are a major factor behind inadequate school performance, and a lack of accountability and control in schools is a major factor behind the problem of low-quality teachers and teaching. In turn, to advocates of this reform movement, the solution is to centralize control of schools and hold teachers more accountable. Utilizing a sociology of organizations, occupations and work perspective, the objective of this article was to offer a critique of the teacher accountability perspective and movement. This article draws from, and summarizes, the results of a series of empirical research projects on the levels, distribution and effects of accountability and control in American schools. The argument of the article is that the teacher accountability perspective overlooks some of the most important sources and forms of organizational accountability and control that exist in schools and overlooks the ways schools themselves, and in particular the ways they are managed and organized, contribute to the teacher quality problem. As a result, teacher accountability reforms often do not succeed and can have a negative impact on teacher quality and school performance.  相似文献