We theorize about the strategic alignment of computing with organizational mission, using the Commonwealth of Pennsylvania's efforts to pursue digital government initiatives as evidence. To do this we draw on a decade (1995–2004) of changes in Pennsylvania to characterize how a state government shifts from an organizational to an enterprise perspective regarding computing. We document and analyze the strategic and operational aspects of a series of information and communications technology (ICT) planning efforts to highlight the nature and roles of strategic alignment used to achieve this transition. Findings from this analysis mark the importance of combining several approaches to strategic planning regarding the adoption and application of ICT. 相似文献
ABSTRACTThis article examines the initial journey of a middle school in South Carolina from a STEM (science, technology, engineering, and math) curriculum to a STEAM (STEM + art) curriculum. This is the first of a three-year longitudinal study that investigated the perceptions of the effectiveness, relative importance, and sustainability of a STEAM curriculum in which the arts animated learning on a daily basis for both teachers and administrators during the first year of implementation beginning in the fall 2014. The article also investigates the response that the faculty of a STEM-oriented middle school had to the induction of STEAM curriculum training. 相似文献
This paper focuses on a model of teacher change based on a study of a science discipline-based professional education program and on an understanding of teacher change in terms of an agency| structure dialectic. Professional education programs should expand teachers' capacity to act in a range of fields. Conducted over one year, this study used socio-cultural theory to examine the role of cultural schema and resources in the enactment of new pedagogical structures by two teachers who demonstrated widely variable responses to their experience of a professional chemistry education program. Hermeneutic and phenomenological methods of study supported the examination of teacher actions and narratives as sources of data. The analyses of these data sources resulted in greater understanding of the relationship between schema, resources and structure and the relationship between structure and teacher agency. Structures are dynamic and if a teacher uses a resource such as an inquiry-based instruction protocol without the attendant cultural schema such as the value of questioning then the structure that is implemented will be different from that the teacher experienced in the professional education program. This understanding supported an explanation of teacher change in terms of teacher agency that constituted our learning from the study and resulted in changes to aspects of the professional education program. 相似文献
This paper reports early findings of a longitudinal research project on the experiences of beginning teachers in England. In the first phase of the study (2003–2004), data were generated via: (1) in‐depth, face to face interviews with 85 student teachers throughout England; and (2) self‐completion questionnaires, returned by 4,790 student teachers across a range of initial teacher preparation (ITP) routes. Through these methods the study set out to explore student teachers' accounts of their motivations for entering ITP, their preconceptions and expectations of teaching and ITP, and their early experiences as student teachers. A number of general themes were found to cut across all of these areas, and are presented here as core features of the experience of becoming a student teacher. These relate to the concept of teacher identity, the role of relationships, the notion of relevance, and the central presence of emotion.
Cette étude décrit les conclusions préliminaires d'une recherche continue sur les expériences de ceux qui sont en train de devenir professeurs d'école en Angleterre. En première phase de l'étude (2003–2004), les données ont été recueillies par: 1) des entretiens approfondis en tête‐à‐tête avec 85 professeurs stagiaires dans toute l'Angleterre; et 2) des questionnaires, remplis eux‐mêmes par 4,790 professeurs stagiaires sur un échantillon de préparations initiales de professeur (PIP). Avec ces méthodes l'étude avait pour but d'explorer les explications des professeurs stagiaires concernant leur motivation pour entrer dans la PIP, leurs idées reçues et leurs attentes de l'enseignement et de la PIP, ainsi que leurs expériences initiales de professeur stagiaire. On a trouvé un nombre de thèmes généraux à travers tous ces domaines, et ceux‐ci sont présentés ici comme caractéristiques fondamentales de l'expérience vécue de professeur stagiaire débutant. Ils sont relatifs aux concepts suivants : l'identité du professeur, le rôle des relations, la notion de pertinence et la présence capitale de l'émotion.
Este documento es un informe sobre los primeros resultados de un proyecto de investigación longitudinal sobre las experiencias de profesores principiantes en la Inglaterra. En la primera fase del estudio (2003–2004), los datos fueron obtenidos a partir de dos fuentes: minuciosas entrevistas cara a cara con 85 profesores en prácticas por toda Inglaterra y cuestionarios personales que fueron devueltos por 4,790 profesores en prácticas procedentes de distintas ramas de la ITP (preparación para profesores principiantes). A través de estos métodos, el estudio fue lanzado con el propósito de sondear las razones que motivaron a los profesores en prácticas a entrar en la ITP, sus preconcepciones y expectativas en cuanto a la ITP y a dar clase y sus primeras experiencias como profesores en prácticas. Estas áreas presentaron una serie de temas generales comunes que son presentados aquí como características centrales de la experiencia de convertirse en profesor en prácticas. Estas están relacionadas con el concepto de identidad del profesor, la importancia de las relaciones, la noción de relevancia, y el papel central de las emociones.
Dieses Referat berichtet über die ersten Ergebnisse eines langfristigen Forschungsprojektes, basierend auf Erfahrungen von Lehrern in England, die in den Beruf einsteigen. In der ersten Phase der Studie (2003–2004) wurden Daten gesammelt mittels: 1) ausführlicher, persönlicher Gespräche mit 85 auszubildenden Lehrern aus ganz England; und 2) selbstauszufüllender Fragebögen, die von 4,790 auszubildenden Lehrern aus verschiedenen Ausbildungsrichtungen zurückgesendet wurden. Die Studie hatte das Ziel, die Berichte der auszubildenden Lehrer zu untersuchen hinsichtlich ihrer Motivation, eine Ausbildung anzufangen, ihrer Erwartungen vom Unterrichten und von der Ausbildung, sowie ihrer ersten Erfahrungen als auszubildende Lehrer. Eine Anzahl von allgemeinen Themen wurden in allen diesen Bereichen festgestellt und sind hier als Kernmerkmale des Ausbildungsverfahrens dargestellt. Diese beziehen sich auf das Konzept der Lehreridentität, auf die Rolle von Beziehungen, auf die Idee der Relevanz, sowie auf die zentrale Präsenz von Emotionen. 相似文献
In this paper we question whether the radical change in the life situation of people with learning difficulties triggered by the closure of long‐stay hospitals does in fact represent an adequate inclusion into civil society or whether people with learning difficulties continue to experience strong exclusionary tendencies. We will explore the implications of a range of contemporary social justice theories for people with learning difficulties and examine the justice inherent in arrangements for training people with learning difficulties made by Local Enterprise Companies (LECs). We argue that training may be seen as a crucible of social values since its distribution transmits powerful messages about who is considered salvageable or unsalvageable, who is likely to become economically active and who is to be consigned to some special status of otherness. Finally, we consider what conceptualizations of social justice might hold out most hope for people with learning difficulties. 相似文献
Although many newly-graduated librarians are applying for and accepting part-time library employment after graduation, little research has been done into what working part-time means for these early career librarians. This article, based on a survey of recent LIS graduates who have worked part-time, provides a snapshot of part-time library employment and the advantages and disadvantages it affords to new librarians. This information is particularly relevant in light of the difficult job market for entry-level librarians. All of the surveyed librarians have worked in at least one part-time professional or paraprofessional position in a library after receiving their degree. Many of these respondents describe holding multiple part-time positions and receiving low salaries and few, if any, employment benefits. The themes documented in the open-ended short answers of these part-time librarians will help to guide further research into the professional and personal impact of part-time employment. 相似文献
Educational Studies in Mathematics - The multi-faceted nature of mathematics knowledge for teaching, including pedagogical content knowledge (PCK), has been studied widely in elementary classrooms,... 相似文献
As key elements in research and development systems, higher education institutions have been taking a leading role when it comes to communicating science and technology, but their performance has been inconsistent so far. In this critical and comparative study of the UK public engagement model and the Spanish scientific culture model, eighteen practitioners from higher education institutions across both regions were interviewed. A mixed qualitative data analysis has been performed identifying similarities and differences that unravelled the science communication management model in the two different higher education systems. This article provides evidence on how the institutionalisation of science communication is strongly influenced by key driving forces in the higher education context as well as the policies of administrations and other agents.
