Can creative destruction be destroyed? Military IR&D and destruction along the value-added chain     

Allen Kaufman  Mark Brumer 《Research Policy》2003,32(9):1537-1554

We elaborate a supply chain innovation matrix that can be applied to both commercial and military supply chains. By shifting the analysis from a focal firm to industry structure, we argue that the market structure of the entire supply chain functions as a major moderating variable in determining both the timing and adoption of innovations, both for commercial and military markets. We extend work on supply chain resource dependency by drawing a distinction between market-structure-induced resource dependency and supplier over-reliance on a customer in a competitive market. This has policy implications for the organization of military industrial research and development (IR&D). Joint service research and development (Jointness) will certainly bring about innovation, but it will be incremental, reinforcing established military hierarchies. Policy makers may need to add this probable consequence when comparing Jointness and inter-service rivalry. The cost savings inherent in Jointness may unwittingly sustain a military force unready for fighting the next war.  相似文献   

Journal publishing systems: outsource or in‐house?     

Mark WARE 《Learned Publishing》2007,20(3):177-181

This article describes a framework to help publishers decide whether they should develop and host their own proprietary online journal system, or whether they should outsource this activity. We also suggest a practical high‐level checklist for comparing journal systems.  相似文献   

Providing Bottom-Up Support to Middle School Science Teachers’ Reform Efforts in Using Inquiry-Based Kits     

Mark T. Jones  Charles J. Eick 《Journal of Science Teacher Education》2007,18(6):913-934

Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns regarding student learning and the supporting professional development.

Charles J. EickEmail:

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Scaffolding learning of language structures with visual-syntactic text formatting     

Youngmin Park  Ying Xu  Penelope Collins  George Farkas  Mark Warschauer 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1896-1912

The current study examines the effects of digital scaffolding on the English literacy of fourth- and sixth-grade students. A total of 1085 native English-speaking and language minority students from 25 treatment classes and 20 control classes across three school districts participated in this study for one school year. Treatment students read their English language arts and social studies text in visual-syntactic text format (VSTF) on their laptops and control students read the regular block format of the textbook either on their laptops or in print. Observations and interviews revealed that VSTF reading facilitated instruction processes and student learning in reading activities. The results of California Standard Tests (CST) before and after the treatment revealed that sixth-graders who received syntactic scaffolding outperformed control students on the composite CST score. In particular, reading in VSTF benefited the treatment students in three CST sub-categories: word analysis, written conventions and writing strategies. This study suggests that future research should investigate instructional strategies that support reading and writing development of adolescents, including at-risk students, using syntactic scaffolding.  相似文献   

Brief Report on PROSPER Academic Outcomes: Extended Model of Crossover Effects on Young Adult College Success     

Richard Spoth  Linda Trudeau  Cleve Redmond  Chungyeol Shin  Mark E. Feinberg  Mark T. Greenberg 《Child development》2019,90(6):1847-1855

This study examines crossover effects of adolescent substance misuse preventive interventions on academic success in college. It evaluates pathways of influence on college grades, via effects on school engagement, problem-solving skills, and substance misuse in high school. Data were collected as part of an Randomized Controlled Trial (RCT) evaluating a multicomponent intervention conducted in 28 school districts with middle school students. At age 19, study participants (N = 1,488) enrolled in college reported on college grades. The model fit the data, supporting hypothesized pathways of intervention impacts. Inclusion of a significant direct effect on college grades further improved model fit. Results support the potential for universal substance misuse preventive interventions delivered by community partnerships during middle school to yield effects on long-term academic success.  相似文献   

Reflections on “teaching discrete skills to students with moderate mental retardation in small‐group instructional arrangements”     

Mark Wolery  Patricia Munson Doyle  Melinda Jones Ault  David L. Gast 《Exceptionality》2013,21(4):265-270

Several response‐prompting strategies exist for teaching students with disabilities (Wolery, Ault, & Doyle, 1992). With these strategies, prompts are provided to ensure that students perform the target behaviors in the presence of the target stimuli. However, to transfer stimulus control from the prompts to the target stimuli (i.e., to establish independent and appropriate responding), the prompts must be faded. Often, the various strategies differ on the manner in which prompts are faded.  相似文献   

Shared Governance in the Modern University     

Mark Taylor 《Higher Education Quarterly》2013,67(1):80-94

A governance model is developed in which university governance is shared between the academic and governing bodies and is coordinated by the university executive. Viewing the university as a professional service organisation, and noting the importance of developing a flexible culture within a shifting, marketised external environment, it is argued that a degree of shared governance is necessary for the success of the modern university. Although the discussion is couched largely within the context and evolution of UK university governance over the past sixty years, it also draws on the US evidence and experience and the conclusions drawn are general.  相似文献   

How the special need brain learns (third edition)     

Mark Hancock 《Educational Psychology in Practice》2017,33(1)

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Extreme Democracy. Edited by Jon Lebkowsky and Mitch Ratcliffe. Retrieved August 15, 2006, from: http://extremedemocracy.com. 371 pp.     

Reviewed by Mark Longaker 《Technical Communication Quarterly》2013,22(3):353-359

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An occlusion paradigm to assess the importance of the timing of the quiet eye fixation     

Samuel J. Vine  Don Hyung Lee  Rosanna Walters-Symons  Mark R. Wilson 《European Journal of Sport Science》2017,17(1):85-92

Abstract

The aim of the study was to explore the significance of the ‘timing’ of the quiet eye (QE), and the relative importance of late (online control) or early (pre-programming) visual information for accuracy. Twenty-seven skilled golfers completed a putting task using an occlusion paradigm with three conditions: early (prior to backswing), late (during putter stroke), and no (control) occlusion of vision. Performance, QE, and kinematic variables relating to the swing were measured. Results revealed that providing only early visual information (occluding late visual information) had a significant detrimental effect on performance and kinematic measures, compared to the control condition (no occlusion), despite QE durations being maintained. Conversely, providing only late visual information (occluding early visual information) was not significantly detrimental to performance or kinematics, with results similar to those in the control condition. These findings imply that the visual information extracted during movement execution – the late proportion of the QE – is critical when golf putting. The results challenge the predominant view that the QE serves only a pre-programming function. We propose that the different proportions of the QE (before and during movement) may serve different functions in supporting accuracy in golf putting.  相似文献