The innovation paradox: a selective review of the literature on action learning and innovation     

Mike Pedler  Cheryl Brook 《Action Learning: Research and Practice》2017,14(3):216-229

This paper explores selective literatures in the two fields of action learning and innovation, and seeks insights into the processes of, and connections between, innovation, engagement and implementation. We searched the action learning articles for references to innovation, beginning with the work of Revans, who highlights the innovation paradox, which becomes a key theme of this paper. We searched the very large innovation literature for references to innovation as a learning process and as a factor in organisational learning. The paper surveys the factors said to enable innovation, and briefly outlines some inhibitors, before considering Revans’ contribution to thinking about innovation. This is followed by a consideration of developments in action learning and innovation since Revans. The findings suggest that paradox theory is a useful way of thinking about innovation, conceived of as a practical problem involving resistances and frequent failures of implementation and adoption, and also propose action learning as a means of working with and addressing paradox. A limitation of this study is its lack of empirical data. Further research could usefully interrogate examples of innovation practices and ask such questions as to why innovation remains so elusive, and how innovative capacities and capabilities can be developed and enhanced.  相似文献   

The GAENE—Generalized Acceptance of EvolutioN Evaluation: Development of a new measure of evolution acceptance     

Mike U. Smith  Scott W. Snyder  Randolph S. Devereaux 《科学教学研究杂志》2016,53(9):1289-1315

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解决分布式需求的内在冲突     

Larry Peterson  Tom Anderson  Dan Blumenthal  Dean Casey  David Clark  Deborah Estrin  Joe Evans  Mike Reiter  Scott Shenker  John Wroclawski  洪丹  陈茂科 《中国教育网络》2006,(11):18-20

2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。  相似文献   

‘Question Moments’: A Rolling Programme of Question Opportunities in Classroom Science     

Helena Pedrosa-de-Jesus  Sara Leite  Mike Watts 《Research in Science Education》2016,46(3):329-341

This naturalistic study integrates specific ‘question moments’ into lesson plans to increase pupils’ classroom interactions. A range of tools explored students’ ideas by providing students with opportunities to ask and write questions. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the schedule of lessons were introduced to explore these questions and address disparities. Flexible lesson planning over 14 lessons across a 4-week period of high school chemistry accommodated students’ contributions and increased student participation, promoted inquiring and individualised teaching, with each teaching strategy feeding forward into the next.  相似文献   

Categorising computer science education research     

Mike Joy  Jane Sinclair  Shanghua Sun  Jirarat Sitthiworachart  Javier López-González 《Education and Information Technologies》2009,14(2):105-126

The interdisciplinary nature of Computer Science Education as a field of study is a complicating factor when authors are choosing appropriate journals and conferences for publishing research results. This paper reports a survey of 42 such publications in order to identify the types of paper frequently accepted for publication in each. We review existing taxonomies developed for the general fields of Computer Science and Education, and from this starting point, we develop a novel faceted taxonomy, specifically aimed to help new researchers in the field understand what types of papers are published and where they appear. Our results confirm previous studies indicating the predominance of practice-based, technology-driven reports. We also observe certain differences in educational themes between those found in publications grounded in the Computer Science Education corpus and those emerging from more general Higher Education literature.  相似文献   

Animating critical action learning: process-based leadership and management development   总被引：3，自引：3，他引：0  

Kiran Trehan  Mike Pedler 《Action Learning: Research and Practice》2009,6(1):35-49

Increasing attention is focusing on the value of critical approaches to enhancing leadership and management development processes. This paper examines how a critical action learning perspectives can be harnessed to produce valuable learning and development through critically reflective practise. Critical action learning approaches not only explore underlying power and control issues, but actively engage in an examination of political and cultural processes affecting leadership development. The aims of this paper are to explore approaches to critical action learning, to elucidate its principal features, to highlight how it can be applied in leadership and management development contexts and, finally, to illuminate some of the complexities and challenges of working with critical action learning in practice.  相似文献   

Facilitating Reflective Learning in Higher Education (Second Edition) - By Anne Brockbank and Ian McGill     

Mike  Calvert 《British Journal of Educational Studies》2009,57(3):330-331

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The Cross-Case Analyses of Elementary Students’ Engagement in the Strands of Science Proficiency     

James Minogue  Lauren Madden  John Bedward  Eric Wiebe  Mike Carter 《Journal of Science Teacher Education》2010,21(5):559-587

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Letter to the Editor          下载免费PDF全文

Mike Bedwell 《Teaching Statistics》2018,40(3):115-115

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Emphasing and enriching both episteme and techne     

Judith Breen  Mike Pedler  John Edmonstone  Brian Milsom 《Action Learning: Research and Practice》2018,15(1)

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