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1.
A general model of performance and quality for one-stop e-Government service offerings 总被引：2，自引：2，他引：2
This paper introduces a framework and methodology for establishing indicators and metrics in order to assess the quality and performance of one-stop e-Government service offerings. The set of quality and performance indicators and metrics proposed has been derived in an outcomes assessment approach, based on the perspectives of e-Government service providers and end-users and following a goal-question-metric line of work that departs from some key quality and performance benefits. A methodology that employs the proposed framework to set improvement targets according to alternative scenarios is presented, and a strategy is elaborated for analyzing root causes of potential quality and performance shortcomings and undertaking appropriate countermeasures. Some results of application in a real case study, in the context of an EU-funded R&D project, are also provided. Finally, recommendations are given about usefulness of the proposed approach for e-Government service providers, as well as policy and decision-makers, and directions of future work are discussed in order to enhance the conceptual coverage of this approach, while at the same time not compromising its simplicity of application and generality of purpose. 相似文献
2.
Intellectual capital (IC), leading to sustainable competitiveness shapes the patterns of business reality nowadays. IC disclosure has become a critical necessity in this new framework. Being a novel interdisciplinary study, the aim of this paper was to examine IC disclosure by Greek publicly traded firms implementing association and decision rules. Firms were divided into three classes (low, medium and high) according to their IC disclosure, measured by the content analysis methodology. The association rules of each class were specified, highlighting IC reporting profile and focus of the firms belonging to each class. Firms in the high class were shown to have strongly realised the crucial need for a reporting change. Teamwork, corporate culture and extra-firm potential appeared to be underlined. Applying the decision tree methodology, the paper succeeded in proving the remuneration–incentive system, R&D and business collaborations items as the IC reporting-related factors differentiating classes. 相似文献
3.
Natalie Papanastasiou 《教育政策杂志》2017,32(1):82-99
This article presents one of the few qualitative studies to empirically examine the collaboration between private sponsors and principals in the context of England’s academy schools policy. It uses the concept of boundary-work to illuminate the multiple dynamics involved in the collaboration between principals and business sponsors. By analysing qualitative interviews with principals and sponsors from a local authority case study the article reveals the working relationship between these actors to be characterised by three boundary-work practices: drawing, negotiating and contesting boundaries. These practices are described before exploring their implications for existing understandings of England’s academies policy. This analysis directly answers calls in the literature for in-depth case study research which explores the collaboration between academy sponsors and principals, and the article’s interpretivist approach to boundary-work is shown to be a valuable theoretical approach which has received little attention in studies investigating the role of private actors in education. The article concludes by advocating for more studies of education policy to use boundary-work as a lens through which to understand the role being played by new actors in education, and argues that this perspective would be particularly valuable for examining the context of England’s increasingly diversifying schooling landscape. 相似文献
4.
The need for a convergence of the visual arts and the natural sciences within the framework of both formal (schools, universities) and non -formal education (museum) at the level of dissemination and popularization of this knowledge is something that has preoccupied the communities of artists, scientists and educators. In the present work we aim to present in a concise way certain positions with regard to the historical, philosophical and didactical dimensions of the problem of popularizing and teaching the relation between the visual arts and the natural sciences. More precisely, we intent to show the existence of this relation throughout history and within the society by reference to certain typical examples of how scientific ideas about nature and the propagation of light influenced the practices of the neo-impressionists or the early abstract painters in relation to the use of colour or the way the visual arts aid in the representation of scientific objects and/or ideas. At the epistemological level, we are going to put forth Levy-Leblond??s idea that the relation between the visual arts and the natural sciences is a relation of meeting, controversy or even conflict but definitely not a relation of confusion or fusion. Furthermore, at the didactical level we aim to present the popularization and the teaching of the relation between the visual arts and the natural sciences as a problem of the didactic transformation of knowledge and reference practices and not as a clearly pedagogical construct. 相似文献
5.
Iolie Nicolaidou Eleni A. Kyza Frederiki Terzian Andreas Hadjichambis Dimitris Kafouris 《科学教学研究杂志》2011,48(7):711-744
Assessing the credibility of evidence in complex, socio‐scientific problems is of paramount importance. However, there is little discussion in the science education literature on this topic and on how students can be supported in developing such skills. In this article, we describe an instructional design framework, which we call the Credibility Assessment Framework, to scaffold high school students' collaborative construction of evidence‐based decisions and their assessment of the credibility of evidence. The framework was employed for the design of a web‐based reflective inquiry environment on a socio‐scientific issue, and was enacted with 11th grade students. The article describes the components of the Credibility Assessment Framework and provides the details and results of an empirical study illustrating this framework in practice. The results are presented in the form of a case study of how 11th grade students investigated and evaluated scientific data relating to the cultivation of genetically modified plants. Multiple kinds of data were collected, including pre‐ and post‐tests of students' conceptual understanding and their skills in assessing the credibility of evidence, and videotapes of students' collaborative inquiry sessions. The analysis of the pre‐ and post‐tests on students' conceptual understanding of Biotechnology and their skills in assessing the credibility of evidence revealed statistically significant learning gains. Students' work in task‐related artifacts and the analysis of two groups' videotaped discussions showed that students became sensitive to credibility criteria, questioned the sources of data and correctly identified sources of low, moderate, and high credibility. Implications for designers and educators regarding the application of this framework are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 711–744, 2011 相似文献
6.
Elena Papanastasiou 《Educational Research and Evaluation》2013,19(1):129-146
The purpose of this study was twofold: to examine how attitudinal and instructional variables differentiated 4th-grade students in Cyprus, Hong Kong, and the USA; and to determine how those variables were related to math performance on the TIMSS test. A discriminant analysis was performed to examine how those variables differentiated the students in the 3 countries. The most striking result was that the students from all 3 countries, who were similar to the average students in Cyprus, had the highest achievement within their countries. Thus, 4th-grade students who liked math, who thought it was important to do well in math for their friends, who did not need private instruction, and who had not been taught using computers or small group procedures, tended to be the better students. However, students who were similar to the average USA student had the lowest achievement within each of the 3 countries. 相似文献
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8.
Elena C. Papanastasiou Michalinos Zembylas Charalambos Vrasidas 《Journal of Science Education and Technology》2003,12(3):325-332
A surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use was negatively associated with high student achievement in some countries. More specifically, the students from all three countries who indicated that they use computers in the classroom most frequently were those with the lowest achievement on the TIMSS in 1995. For the purpose of this study, a similar comparison was made for 15-year-old U.S.A. students, based on the data from the Program for International Student Assessment (PISA). The results of this study show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. For example, after controlling for the student's socioeconomic status in the United States of America, the results indicated that the students who used computers frequently at home, including for the purpose of writing papers, tended to have higher science achievement. However, the results of this study also show that science achievement was negatively related to the use of certain types of educational software. This indicates a result similar to that found in the TIMSS data, which might reflect the fact that teachers assign the use of the computer and of educational software to the lower achieving students more frequently, so that these students can obtain more personal and direct feedback through educational software. 相似文献
9.
Georgia Iliaki Athanasios Velentzas Emily Michailidi Dimitris Stavrou 《Research in Science & Technological Education》2019,37(2):218-238
Background: Research regarding students’ ideas about the nature of sound reveals a variety of conceptions about sound. In order to reconstruct these ideas and explain sound phenomena, researchers’ teaching interventions often make use of everyday-life contexts. However existing research on sound only partially addresses the correlation between the properties of sound and its perceptive characteristics.
Purpose: To identify the evolution of students’ conceptions regarding the nature of sound and its properties (frequency, intensity and frequency spectrum) through a teaching-learning sequence (TLS) about sound phenomena in an authentic musical context. The described TLS consists of three activities aiming students to correlate the properties of sound waves (frequency, intensity and frequency spectrum) with its perceptive characteristics (pitch, loudness and timbre) via the use of smartphone applications.
Sample: Eight students, in the second year of their studies in the Department of Primary Education of the XXX University.
Design and methods: Students’ perspectives on sound and their progression are investigated through a teaching experiment design. Data are collected by recording students’ interviews. Due to the explorative nature of the research qualitative methods of content analysis are used.
Results: The results show that the students’ perspectives on sound evolved, as students managed to consolidate links between their everyday experience of sounds and the underlying science concepts as frequency, intensity and frequency spectrum. The authentic environment and the use of the smartphone’s applications were key factors for the success of the teaching experiment. The interaction with the activities shifted student’s conceptualizations closer to the scientific ones, by communicating every day sound experiences with their scientific interpretation. 相似文献
10.
Elena C. Papanastasiou Michalinos Zembylas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,34(4):599-618
AN EMPIRICAL INVESTIGATION OF DIFFERENCES BETWEEN MATHEMATICS SPECIALISTS AND NON-SPECIALISTS AT THE HIGH-SCHOOL LEVEL in
Cyprus – The data obtained from high-school seniors for the Third International Mathematics and Science Study (TIMSS) for
the country of Cyprus appear to be contradictory. Although Cypriot students did not perform well in mathematics in elementary
school, middle school, and in the non-advanced sectors of high school, students in advanced mathematics courses in high school
managed to perform exceptionally well. In seeking to account for this apparent disparity, the present study examines the differences
between mathematics specialists and non-specialists at the high-school level and discusses the implications that these have
for teaching practice. It shows how students educated in an environment that might not be optimal for producing high-achieving
students in mathematics and science in elementary and middle school (according to the TIMSS) might nonetheless manage to excel
in these fields at the end of their schooling. In conclusion, the authors address the implications of their study for similar
educational systems in other developing countries. 相似文献