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41.
Siegler's rule assessment methodology was used to investigate the cognitive effects of a 32 hour mathematics in-service workshop on 28 elementary shool teachers. This paper reports on attempts (a) to assess the levels of cognitive understanding of the basic concepts of proportion, probability, and correlation among elementary teachers, and (b) to change teachers' levels in understanding these concepts by a method of direct instruction. Significant improvements were noted in the levels of cognitive development associated with the concept of proportion. Though nonsignificant improvements were noted in the concepts of probability and correlation, all the teachers were assigned to the highest cognitive rule associated with the probability concept at the end of the workshop. 相似文献
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Elien Mabbe Bart Soenens Maarten Vansteenkiste Jolene van der Kaap-Deeder Athanasios Mouratidis 《Parenting, science and practice》2018,18(2):86-109
Objective. Autonomy-supportive and psychologically controlling parenting have been shown to relate to positive and negative developmental outcomes, respectively. Most research that addresses antecedents of these parenting constructs has focused on the predictive role of between-parent differences (e.g., personality). To gain insight in dynamics of within-parent changes in reported parenting, this study focused on daily fluctuations in reported autonomy-supportive and psychologically controlling parenting and examined the role of parents’ need satisfaction and need frustration in accounting for those fluctuations. Design. Mothers (M age = 45) and fathers (M age = 47) of 198 adolescents (M age = 15) participated in a 7-day diary study. Results. Multilevel modeling provided evidence for significant day-to-day variability in both parenting dimensions. Daily fluctuations in need satisfaction were related to daily fluctuations in reported autonomy-supportive parenting and daily fluctuations in need frustration were related to daily fluctuations in reported psychologically controlling parenting. These associations were not moderated by between-parent differences in those parenting dimensions. Conclusions. The findings provide evidence for the role of parents’ own needs-related experiences in their daily display of autonomy-supportive and psychologically controlling parenting. 相似文献
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University spin-out companies and venture capital 总被引：1，自引：0，他引：1
The creation of university spin-out companies that create wealth is a major policy objective of governments and universities. Finance is a catalyst of this wealth creation yet access to venture capital is a major impediment faced by these companies. In this article we adopt a finance pecking order perspective to examine the problems faced by those university spin-out companies seeking to access venture capital. We triangulate evidence from spin-out companies, university technology transfer offices and venture capital firms in the UK and Continental Europe to identify the problems and to suggest policy developments for these parties as well as government. We compare perceptions of high-tech venture capital firms that invest in spin-outs with those that do not, and also consider VCs’ views on spin-outs versus other high-tech firms. Our evidence identifies a mismatch between the demand and supply side of the market. In line with the pecking order theory, venture capitalists prefer to invest after the seed stage. However, in contrast to the pecking order theory, TTOs see venture capital as more important than internal funds early on. We develop policy implications for universities, technology transfer offices, academic entrepreneurs, venture capital firms and government and suggest areas for further research. 相似文献
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Paul F. Burke Sandy Schuck Peter Aubusson Matthew Kearney Bart Frischknecht 《Technology, Pedagogy and Education》2018,27(2):149-163
This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors’ investigation of these factors occurs in the context of a contemporary technology, the interactive whiteboard (IWB), in Australian schools. A structural equation model was estimated using a reflective measure of technology usage with antecedents in the form of pedagogical-oriented beliefs and best–worst scaling derived scores for a teacher’s stage of concern regarding IWBs. Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible or not. 相似文献
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Paola Giuri Myriam Mariani Gustavo Crespi Dominique Francoz Walter Garcia-Fontes Raul Gonzales Karin Hoisl Alessandra Luzzi Lionel Nesta Önder Nomaler Pari Patel Bart Verspagen 《Research Policy》2007,36(8):1107-1127
Based on a survey of the inventors of 9017 European patented inventions, this paper provides new information about the characteristics of European inventors, the sources of their knowledge, the importance of formal and informal collaborations, the motivations to invent, and the actual use and economic value of the patents. 相似文献
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Towards mapping library and information science 总被引：3，自引：1，他引：3
Frizo Janssens Jacqueline Leta Wolfgang Glnzel Bart De Moor 《Information processing & management》2006,42(6):1614
In an earlier study by the authors, full-text analysis and traditional bibliometric methods were combined to map research papers published in the journal Scientometrics. The main objective was to develop appropriate techniques of full-text analysis and to improve the efficiency of the individual methods in the mapping of science. The number of papers was, however, rather limited. In the present study, we extend the quantitative linguistic part of the previous studies to a set of five journals representing the field of Library and Information Science (LIS). Almost 1000 articles and notes published in the period 2002–2004 have been selected for this exercise. The optimum solution for clustering LIS is found for six clusters. The combination of different mapping techniques, applied to the full text of scientific publications, results in a characteristic tripod pattern. Besides two clusters in bibliometrics, one cluster in information retrieval and one containing general issues, webometrics and patent studies are identified as small but emerging clusters within LIS. The study is concluded with the analysis of cluster representations by the selected journals. 相似文献
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Stad Femke E. Wiedl Karl H. Vogelaar Bart Bakker Merel Resing Wilma C. M. 《European Journal of Psychology of Education - EJPE》2019,34(1):123-146
The aim of the current study was to investigate to what extent children’s potential for learning is related to their level of cognitive flexibility. Potential for learning was measured through a dynamic testing procedure that aimed to measure how much a child can profit from a training procedure integrated into the testing process, including the amount and type of feedback the children required during this training procedure. The study followed a pre-test–training–post-test control group design. Participants were 153 6–7-year-old children. Half of this group of children were provided with a standardised graduated prompts procedure. The other half of the participants performed a non-inductive cognitive task. Children’s cognitive flexibility was measured through a card sorting test and a test of verbal fluency. Results show that cognitive flexibility was positively related to children’s performance, but only for children in the practice-only condition who received no training. These outcomes suggest that dynamic testing, and more in particular, the graduated prompting procedure, supports children’s cognitive flexibility, thereby giving children with weaker flexibility the opportunity to show more of their cognitive potential as measured through inductive reasoning.
相似文献49.
Maarten Vansteenkiste Willy Lens Andrew J. Elliot Bart Soenens Athanasios Mouratidis 《教育心理学家》2014,49(3):153-174
An important recent development in the achievement goal literature is to define achievement goals strictly as aims. In this overview, we argue that this restrictive definition of achievement goals paves the way for a systematic consideration of the autonomous and controlled reasons underlying individuals’ achievement goals, a distinction central to self-determination theory. To stimulate work in this area, we formulated five propositions, arguing that consideration of the “why” (i.e., type of reasons) in addition to the “what” (i.e., type of aims) of achievement goals (a) provides an account for the regulatory basis of achievement goals, (b) opens the door for other motivation theories to be linked to the achievement goal literature, (c) matters in terms of predicting outcomes, (d) allows for a richer account of contextual forces influencing motivation, and (e) sets the stage for an enriched hierarchical model of achievement motivation. In closing, we discuss various future research directions. 相似文献
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Natalie N. Pareja Roblin Bart J.B. Ormel Susan E. McKenney Joke M. Voogt Jules M. Pieters 《欧洲师范教育杂志》2014,37(2):183-203
This study characterises the links between research and practice across 12 projects concerned with the collaborative design of lesson plans by teacher communities (TCs). Analyses focused on sources of knowledge used to inform lesson design, participants’ roles and knowledge generated by the teacher community. Three patterns emerged pertaining to the sources of knowledge informing lesson plans: design guided by formal and practical knowledge, by classroom-data and practical knowledge or by a combination of all three. Findings further suggest that the emphasis given to the use of formal knowledge over classroom-data or vice versa restrains the full accomplishment of research and practice links. Across the projects studied, university researchers contributed to linking research and practice by directly or indirectly supporting community activities. Surprisingly, the role of teachers in the generation and dissemination of formal knowledge was limited. Further research should explore the effects of collaboration within TCs on researchers and policy-makers. 相似文献