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1.
Jo Tondeur Ronny Scherer Evrim Baran Fazilat Siddiq Teemu Valtonen Erkko Sointu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1189-1209
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self-efficacy to design ICT-rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch-speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators’ profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century. In the discussion section, the implications for practice and future research are discussed. 相似文献
2.
This paper analyses the roles and impacts of new, technology-based firms (NTBFs) in a small open economy, with empirical data from Finland. It is suggested that in small open economies, NTBFs may fall into a resource trap, which might result in their being relatively less growth oriented than NTBFs in countries where the domestic market is larger. Consequently, in small open economies, the systemic impact of NTBFs could be emphasised rather than their organic growth in terms of the employment that they create. 相似文献
3.
Erkko Tapio Sointu Hannu Savolainen Matthew C. Lambert Kristiina Lappalainen Michael H. Epstein 《European Journal of Psychology of Education - EJPE》2014,29(1):1-19
When rating scales are used in different countries, thorough investigation of the psychometric properties is needed. We examined the internal structure of the Finnish translated Behavioral and Emotional Rating Scale-2 (BERS-2) using Rasch and confirmatory factor analysis approaches with a sample of youth, parents, and teachers. The results suggested that the Finnish translated BERS-2 has acceptable measurement properties and is suitable for use in Finnish schools. Results highlighted the issue that there is a need to consider cross-cultural aspects when introducing new measures in another culture. Directions for future research are also discussed in light of present findings. 相似文献
4.
This article discusses rural schoolteachers’ relationships with local village communities in mid-twentieth-century Finland. At the time, Finnish rural teachers were typically very public figures in their local community. To deal with the pressures of their position, teachers resorted to coping strategies which the authors name ‘local’ and ‘cosmopolitan’ after Robert K. Merton’s well-known categories. The local strategy required that teachers adapt themselves to the social demands of community life, whereas the cosmopolitan strategy was manifested in the teachers’ efforts to distance themselves from the local community, reflecting the increasing professionalisation of Finnish schoolteachers as well as a general social transition in which traditional community ties were gradually replaced by modern individualism. 相似文献
5.
We employed the grounded theory method to construct a framework describing the distinctive mechanisms through which big-science centers generate industrial knowledge spillovers in the economy. Our focus is on large-scale big-science installations typically associated with experimental physics. We draw on social network, social capital, and inter-organizational learning theories to examine knowledge spillovers accruing to industrial partner companies in big-science-industry dyads. The context for the study is provided by CERN’s new particle accelerator project, the Large Hadron Collider (LHC). In addition to building a grounded theory framework for the study of industrial knowledge spillovers, our study demonstrates the distinctive potential that big-science centers offer as a source of knowledge spillovers in national innovation systems. 相似文献
6.
In this article, we review current rationales for policy intervention in innovative activities. Focusing particularly on market and system failure rationales, we disentangle related underlying mechanisms for knowledge exploration and exploitation. We provide a novel contribution to the system failure literature by distinguishing between system-level inertia and inhibited emergence. Our conceptualization of inhibited emergence draws on literatures related to neo-institutional sociology, the social construction of technology, and on organizational cognition and learning literatures, and it presents elemental socio-cognitive mechanisms that influence and direct knowledge exploration and exploitation in innovation systems. We compare related, yet theoretically distinct concepts of market failure, system-level inertia, and inhibited emergence, and show how each addresses distinct coordinative mechanisms and field-level dynamics and related socio-cognitive processes. 相似文献
7.
Valtonen Teemu Leppänen Ulla Hyypiä Mareena Kokko Anna Manninen Jyri Vartiainen Henriikka Sointu Erkko Hirsto Laura 《Learning Environments Research》2021,24(3):371-388
Learning Environments Research - Universities are facing new challenges that pose various demands for developing learning environments. These challenges are related to different pedagogical... 相似文献
8.
The purpose of this article and the special issue is to improve our understanding of the theoretical, managerial, and policy implications of entrepreneurial innovation. We accomplish this objective by examining the role of context in stimulating such activity, as well as its impact on the outcomes of entrepreneurial innovation. Our analysis begins by outlining an overarching framework for entrepreneurial innovation and context. With reference to this framework we then compare the attributes of national innovation systems, entrepreneurship and entrepreneurial innovation, and categorize contextual influences on entrepreneurial innovation. We then situate the papers presented in this special issue within this framework. We conclude by outlining an agenda for additional research on this topic, focusing on the relationships between contexts and entrepreneurial innovation and then discuss policy implications, focusing on how public and private actors can meet these challenges. 相似文献
9.
Erkko Sointu Matthew C. Lambert Philip D. Nordness Renata Geležinienė Michael H. Epstein 《欧洲特需教育杂志》2018,33(1):73-85
In schools, screening is an effective method to identify students at-risk for emotional and behavioural disorders. Several intervention programmes such as Positive Behaviour Interventions and Supports, Response to Intervention, and Multi-tiered Systems of Supports call for the use of psychometrically sound screening instruments. This study investigated diagnostic utility of a brief (10-item) screener, the Emotional and Behavioural Screener (EBS) with a sample 312 Lithuanian students. The Strengths and Difficulties Questionnaire was used as a reference point for the investigation. Diagnostic utility statistics (i.e. overall agreement, misleading negatives, sensitivity, specificity and area under the receiver operating characteristic curve) were used to evaluate the usefulness and validity of the EBS. The results indicate, that majority of the diagnostic utility statistics thresholds were met; however, some gender differences were found. In sum, the EBS appears to be an accurate screener discriminating students not at-risk and at-risk for emotional and behavioural problems. Study limitations, future research directions and implications are discussed. 相似文献
10.
Positive student–teacher relationships are related to students’ academic achievement and behavioural and emotional adjustment. How a student’s behavioural and emotional strengths are associated with these relationships and how the relationships influence students’ academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioural and emotional strengths are stable over a 1-year (r = .78) and 2-year (r = .71) period and that students’ perceptions of student–teacher relationships demonstrated greater change over time (r’s = .54, .35). Behavioural and emotional strengths demonstrated a positive relationship with student–teacher relationships as well as academic achievement (β = .39, p < .01). Strengths were also indirectly associated with academic achievement via student–teacher relationships. Study limitations, implications and future research are discussed. 相似文献