Enhancing Research Impact in Heritage Conservation     

Theocharis Katrakazis  Cath Dillon  Petra Juvan  Stavroula Golfomitsou 《文物保护研究》2018,63(8):450-465

This paper examines how research impact is defined, measured, and generated – with a view to understanding how it can be enhanced within heritage conservation. It examines what is meant by ‘impact’ and how it can be promoted within heritage science through effective inter-disciplinary collaboration. Following a general examination of the current discourse concerning research impact, the study examined: (i) active research networks within heritage science; (ii) research planning and evaluation practices within heritage science; and (iii) the experiences of users (i.e. conservators and other heritage professionals) within research collaborations. Terminologies surrounding the notion of impact and the various phases of the research process were reviewed – from the initial identification of a knowledge gap to the eventual application of new findings in practice. Next, the reach and diversity of research collaborations (as identified through publication co-authorship) were studied to characterise the inter-disciplinary nature of heritage science and its connectedness to users. Findings showed substantial growth in international research collaborations over recent years, predominantly involving academic- and research-oriented institutions – although the engagement of heritage institutions has proportionally decreased. In addition, a worldwide survey of institutional planning and evaluation practices revealed a general reliance on processes driven by the interests of researchers – the systematic consideration of stakeholder opinion and evaluation of research outcomes being less common. Finally, a series of semi-structured interviews with senior heritage professionals explored their experience of collaborative research. The results identified key areas where strategic support is needed to promote user participation and enhance impact. These include training for research readiness, engagement, and impact for both researchers and users; better methods for needs and outcome assessment; affordable open access options and greater diversity of knowledge exchange opportunities. Finally, the need for ethical guidelines for responsible research, and greater emphasis on non-academic impact within research rating systems are discussed.  相似文献   

Increasing engagement of students with learning disabilities in mathematical problem‐solving and discussion     

Rachel Lambert  Trisha Sugita 《Support for Learning》2016,31(4):347-366

Engagement in problem‐solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards‐based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards‐based mathematics through multi‐modal curriculum, consistent routines for problem‐solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem‐solving and discussion. This review concludes with implications for teaching and learning.  相似文献   

Queer teachers,identity and performativity     

Cath Lambert 《Gender and education》2015,27(6):730-731

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Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers     

Drew Polly  Christie S. Martin  Jennifer R. McGee  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669

This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement.  相似文献   

Peer-Collaborator Preferences of African American and White Sixth-Graders in Mathematics Classrooms     

Abigail S. Hoffman  Jill V. Hamm  Kerrylin Lambert  Judith Meece 《Journal of Experimental Education》2020,88(4):559-577

Abstract

This study focused on academic and social correlates of collaborator preferences of African American and White sixth-graders in mathematics classrooms in fall and spring. Students’ appraisals of emotional risk were examined as a moderator. Nomination procedures identified collaborator preferences, group affiliations, and social centrality; students self-reported engagement and emotional risk; school records provided achievement scores. Results indicated students preferred group affiliates, but not exclusively, as collaborators. Students with greater centrality, achievement, and engagement received more nominations. In the fall, high achievers received more nominations when appraisals of risk were high; whereas, engaged students whose appraisals of risk were low received more nominations. Results are interpreted in relation to coordinating social and academic factors in peer collaboration.  相似文献   

Lasting leadership: Toward sustainable school improvement     

Linda G. Lambert 《Journal of Educational Change》2007,8(4):311-322

After decades of meager results in school improvement efforts that work and that last, it may seem irrational to hope that this time it could be different—that we could learn and apply approaches to lasting school improvement. Obama (2006, The audacity of hope. New York: Crown publications) might refer to such hope as audacious. What gives us the impulse for hope in the face of continued disappointment? This is not to suggest that all of our efforts have come to naught. Having witnessed and participated in hopeful approaches for more than 40 years, I’ve seen noteworthy programs and heard exceptionally wise ideas. Islands of hope existed in each decade, yet even these remarkable islands drop below sea level when founders, principals or key teachers leave. As long as any one individual is indispensable, sustainability is a distant dream. As I’ve talked with educators, parents, students and community members over these years, I’ve been bombarded with questions. The question I find most compelling is: “We can now understand our schools as they exist. And, we have an improving image of what sustainable schools look like, but how do we get there from here? How do we find our way to the sustainability we yearn for?  相似文献   

Behavior and emotional problems among Jamaican children and adolescents: an epidemiological survey of parent, teacher, and self-reports for ages 6–18 years     

Michael C. Lambert  Mikhail Lyubansky 《Int J Intercult Relat》1999,23(5):468

The study compared general population samples of Jamaican children ages 6–18 years, via Jamaican versions of the Child Behavior Checklist (CBCL) parent-, teacher-, and self-report forms. Repeated measures ANOVAs with informant as a repeated measures factor, assessed base-rate problem score differences according to children’s area of residence (i.e., urban vs rural), gender, and age. No between subjects residence effects emerged for total problem score. However, adolescents self-reported higher total problem scores compared to the ratings they received from their parents and teachers. No gender total problem score effects emerged for any of the three informants, but girls received higher internalizing, and Somatic Complaints scores. Similar total problem scores across genders, and the high ratio of boys to girls in clinic samples suggest that Jamaican girls may not be receiving adequate services. Age X within subjects interactions revealed higher teacher reported problem scores for young adolescents, reflecting possible developmental changes within the classroom context and teachers’ low thresholds toward these problems. The d statistic revealed base rate syndrome, internalizing, externalizing, and total problem score differences in most Jamaican vs US sub-samples. In addition to the non-CBCL problems observed in earlier studies, these findings clearly indicate a need to ascertain syndrome structure and other psychometric properties of the Jamaican instruments.  相似文献   

Spectral analysis of EEG differences between children with and without learning disabilities     

J F Lubar  K J Bianchini  W H Calhoun  E W Lambert  Z H Brody  H S Shabsin 《Journal of learning disabilities》1985,18(7):403-408

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An automatic recorder for measuring size-frequency distribution of grains     

R.H. Lambert  E.P. Wightman 《Journal of The Franklin Institute》1925,200(5):674-675

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Factors affecting attitudes and intentions towards knowledge sharing in the Dubai Police Force     

Ibrahim Seba  Jennifer Rowley  Sian Lambert 《International Journal of Information Management》2012

This study contributes to the limited research base on knowledge sharing in public sector organisations, specifically police forces, and organisations in the Middle East through a case study investigation into the factors that affect knowledge sharing in the Dubai Police Force. A questionnaire-based survey was conducted with staff in key departments in the Dubai Police Force. Informed by the literature and by interviews conducted in a previous phase, the core of the questionnaire was a bank of Likert-style questions covering the dependent variables intention to knowledge share, and attitude towards knowledge sharing, and the independent variables, trust, organisational structure, leadership, reward, time, and information technology. Data was analysed using structured equation modelling, in order to test the measurement model using confirmatory factor analysis, and to test the structural model. The structural model suggests a strong relationship between attitude to knowledge sharing, and intention to share knowledge. Hypotheses regarding the influence of leadership, trust, organisational structure, time, and information technology on attitude to knowledge sharing were upheld. Rewards did not to influence attitude to knowledge sharing. Recommendations are offered for practice and further research.  相似文献