Knowledge management research & practice: visions and directions     

John S?EdwardsEmail author  Meliha?Handzic  Sven?Carlsson  Mark?Nissen 《知识管理研究与实践》2003,1(1):49-60

This editorial paper outlines key directions for knowledge management research and practice. The editorial team presents the results from a small survey of academics and practitioners about the present and future of knowledge management, and the editors include their own informed views on how this journal can help promote scholarly inquiry in the field.  相似文献   

Exploring and explaining the effects of being inspected     

Maarten Penninckx  Jan Vanhoof  Sven De Maeyer  Peter Van Petegem 《Educational studies》2014,40(4):456-472

This study looks into the effects of school inspection in the context of Flemish education. Respondents in five primary case schools were interviewed before inspection, immediately after inspection and four months later (totalling 45 interviews with 15 respondents). Our results indicate that the inspection incites reflection amongst school staff on the quality of their education before the inspection takes place, but the inspection itself does not provide substantial new insights in the schools’ strengths or weaknesses. The inspection judgement strongly affects the response of school towards the inspection. The case schools with a positive inspection report take practically no concrete action for improvement in the four months after inspection, while a more active response is seen in a school with a less favourable inspection report. The article also discusses the impact of some of the particularities of the Flemish education context on the effects of inspection.  相似文献   

Pluralism, Relativism and the Neutral Teacher   总被引：1，自引：0，他引：1  

Sven Erik Nordenbo 《Journal of Philosophy of Education》1978,12(1):129-139

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School self-evaluation instruments and cognitive validity. Do items capture what they intend to?     

Jerich Faddar  Jan Vanhoof  Sven De Maeyer 《School Effectiveness & School Improvement》2017,28(4):608-628

School self-evaluation (SSE) often makes use of questionnaires in order to sketch a picture of the school. How respondents cognitively process questionnaire items determines the validity of SSE results. Still, one readily assumes that respondents interpret and answer items as intended by the instrument developer (referred to as cognitive validity), but it remains unclear whether they do. This study tested an exemplary SSE instrument by focusing on the extent to which SSE results are cognitively valid, and on the extent to which differences in cognitive validity can be attributed to respondents and/or items. Cognitive interviews with 20 participants made respondents’ answering processes manifest. Results show that, overall, fewer than 50% of respondents’ processes of interpreting and elaborating on items are cognitively valid. Cross-classified multilevel analyses indicate that various hierarchical levels, respondents and items, are significant in explaining differences in cognitive validity, but not for all stages of the answering process.  相似文献   

Building Better Communities for Children: Community Implementation and Evaluation of the Australian Early Development Index   总被引：1，自引：0，他引：1  

Mary Sayers  Melissa Coutts  Sharon Goldfeld  Frank Oberklaid  Sally Brinkman  Sven Silburn 《Early education and development》2007,18(3):519-534

Since 2004 the Australian Early Development Index (AEDI) has been completed in 54 Australian communities over seven states and territories on more than 30,000 children. A concurrent systematic evaluation of community implementation and use of the AEDI was undertaken that included both a process and impact component. The purpose of this paper is to discuss the evaluation findings between 2004 and 2006. Results have shown there are a number of barriers and facilitators for communities in implementing the AEDI, disseminating results, and planning for community actions. The evaluation findings indicate AEDI implementation helps raise awareness of the importance of early childhood development, assists communities to work more collaboratively and to strategically plan actions to work towards improving outcomes for children.  相似文献   

Sensitivity of SEM Fit Indexes With Respect to Violations of Uncorrelated Errors     

Moritz Heene  Sven Hilbert  H. Harald Freudenthaler  Markus Bühner 《Structural equation modeling》2013,20(1):36-50

This simulation study investigated the sensitivity of commonly used cutoff values for global-model-fit indexes, with regard to different degrees of violations of the assumption of uncorrelated errors in confirmatory factor analysis. It is shown that the global-model-fit indexes fell short in identifying weak to strong model misspecifications under both different degrees of correlated error terms, and various simulation conditions. On the basis of an example misspecification search, it is argued that global model testing must be supplemented by this procedure. Implications for the use of structural equation modeling are discussed.  相似文献   

Authentic Learning in a Sociocultural Framework: A case study on non‐formal learning     

Sven B. Andersson  Ingrid Andersson 《Scandinavian Journal of Educational Research》2013,57(4):419-436

This paper reports a case study in which 53 adult refugees initiated their own forms of learning with the aim of strengthening their opportunities for integration into Swedish society. The overall research interest was to find out what theoretical implications can be drawn from a case study where two different forms of learning were implemented. One alternative was offered in a formal setting and another in a non‐formal setting where the group members shaped forms of learning themselves. The findings show that many features of non‐formal working procedures correspond with basic assumptions and key concepts of sociocultural theory. Furthermore, these features accord well with key concepts of authentic learning. In a similar way as theoretical aspects of “situated learning” can be seen as an integrated part of sociocultural theory, we discuss whether the notion “authentic learning” could be used as a dimension of supporting meaningful learning in contextualised inclusive learning environments.  相似文献   

NY BOK I PEDAGOGIKENS HISTORIA     

professor Sven Edlund 《Scandinavian Journal of Educational Research》2013,57(1):91-92

Sandven, J. Students in General and School‐rejecting Students Compared. Results from an investigation concerning relations to school and personality characteristics among 9th graders in the compulsory school. Scand. J. Educ. Res., 1968, 12,91‐‐140. The purpose of the investigation was to bring to light some main characteristics in the students' relations to school, and to compare the findings for students in general with school‐rejecting students, i.e. students who express a desire to leave school immediately if permitted. Furthermore the purpose was to compare the school‐rejecting students with the other students with regard to some major personality characteristics: school achievement motivation, feeling of security, problem‐solving ability. The background for the investigation was the growing problem presented by students wanting to leave the compulsory school as it is extended to higher age groups. The findings show that the bulk of students feel attached to school, like their work, and make efforts. The school‐rejecting students present a complex picture. But as a group they differ clearly from the others in their relations to school as well as in personality characteristics.  相似文献   

I: The Effects of Background Variables on Transition to Higher Education     

Sven‐Eric Reuterberg  Allan Svensson 《Scandinavian Journal of Educational Research》2013,57(3):139-150

Abstract: Reuterberg, S.‐E. & Svensson, A. 1987. Student Financial Aid and Participation in Swedish Higher Education. I: The Effects of Background Variables pn Transition to Higher Education. Scandinavian Journal of Educational Research 31, 139‐150. The effects of social background, sex and achievement on transition rate to higher education are studied in three nationally representative samples of the Swedish population (born in 1948, 1953 and 1963, respectively). Social background and achievement are shown to have about the same effect on transition rate within the oldest cohort, while sex has relatively little effect. During the period of the study, achievement was seen to become progressively more important and therefore to exert greatest influence on the transition rate of the youngest cohort. Sex, too, becomes progressively more important but at the same time its effect changes. For the 1953 cohort, sex is reflected in a higher transition rate among men than among women, but for the youngest cohort the transition rate of women is higher than that of men. Part II of the study describes how these effects are influenced by student financial aid.  相似文献   

Analysing change in learning strategies over time: A comparison of three statistical techniques     

Liesje Coertjens  Tine van Daal  Vincent Donche  Sven De Maeyer  Gert Vanthournout  Peter Van Petegem 《Studies in Educational Evaluation》2013

Change in learning strategies during higher education is an important topic of research when considering students’ approaches to learning. Regarding the statistical techniques used to analyse this change, repeated measures ANOVA is mostly relied upon. Recently, multilevel and multi-indicator latent growth (MILG) analyses have been used as well. The present study provides details concerning the differences between these three techniques. By applying them to the same dataset, we aim to answer two research questions. Firstly, how are findings on the average trend complementary, convergent or divergent? Secondly, how are results on the differential growth over time complementary, convergent or divergent? Data originates from a longitudinal study on the change in learning strategies during the transition from secondary to higher education in Flanders (Belgium). 425 students provided complete data at each of the three waves of data collection. Results on the significance of average trends are convergent while the strength of the growth over time diverges across analysis techniques. Regarding the differential change, the MILG seems more able to detect variance in growth over time. Recommendations for future research on the changeability of learning strategies over time are provided.  相似文献