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Pernilla Gripenberg Ingjerd Skogseid Francesco Botto Andrea Silli Virpi Kristiina Tuunainen 《The Information Society》2004,20(1):3-14
This article compares four European information and communication technologies (ICT) development projects spawned by national and EU initiatives to create the “European information society.” These projects, which sought to support learning and better use of ICT, were all the result of opportunities opened up by political initiatives. The analysis indicates that the main problems that afflict these projects stem from varied expectations and interests of the major actors. These problems can be mitigated considerably if a feeling of ownership is generated among the participants. This sense of belonging, however, is difficult to foster in a “top-down” project. Hence there is a need for a better balance between the “top-down” and “bottom-up” influences in the development of such projects. 相似文献
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Two studies explored the existence of gender differences in spontaneous study-strategies use while learning from texts. In Study I, the Learning-from-text test (LFT), intended to measure deep-level text comprehension skills by high-school graduates, was about philosophy (n = 200) and in Study II about statistics (n = 487).The results of two sets of data showed significant gender-associated differences in strategy use: female participants used overt study strategies, in particular notetaking more often than male participants. However, no differences between men and women in comprehending either statistical or philosophical texts were found. It was concluded that different study strategies more than gender differentiate the learning outcomes. 相似文献
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Pernilla Gripenberg Ingjerd Skogseid Francesco Botto Andrea Silli Virpi Kristiina Tuunainen 《The Information Society》2013,29(1):3-14
This article compares four European information and communication technologies (ICT) development projects spawned by national and EU initiatives to create the “European information society.” These projects, which sought to support learning and better use of ICT, were all the result of opportunities opened up by political initiatives. The analysis indicates that the main problems that afflict these projects stem from varied expectations and interests of the major actors. These problems can be mitigated considerably if a feeling of ownership is generated among the participants. This sense of belonging, however, is difficult to foster in a “top-down” project. Hence there is a need for a better balance between the “top-down” and “bottom-up” influences in the development of such projects. 相似文献
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Storied emotional distances in the relationships between beginning teachers and school principals 
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下载免费PDF全文 Erkki T. Lassila Virpi Timonen Minna Uitto Eila Estola 《British Educational Research Journal》2017,43(3):486-504
Recent research has acknowledged the importance of the relationships of school principals with beginning teachers. However, little is known about how emotions inform these relationships from the beginning teacher's side. Applying the concept of emotional geographies, this paper explores the kinds of storied emotional distances that appear in the relationships between beginning teachers and their principals. Based on interviews with beginning Japanese teachers, the results indicate that such relationships may be: (1) very direct and personal; (2) acted out indirectly by the principal as personal facilitator ‘behind the scenes’ or as public gatekeeper; or (3) mediated by the teacher community. The analysis reveals beginning teachers’ personal experiences of these relationships, as well as how such relationships are influenced by organisational and cultural context. Although principals are described as distant figures within the school organisation, they are seen to play an important role in facilitating beginning teachers’ work by connecting with them at a personal level and providing good working conditions by influencing the emotional atmosphere of the teacher community or by sheltering them from parental pressure. 相似文献
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In recent decades, a huge variety of models for managing intellectual capital (IC) have been generated. However, understanding how IC management (ICM) models operate in practice and the issues that may be encountered when they are implemented remain a challenging issue. This is because there seems to be a significant gap between the enthusiastic development of ICM models in theory and the application of these models in companies. Therefore, more practically grounded research needs to be carried out. Reporting on action research projects and an interview study, this paper enriches the existing theoretical and framework-oriented IC literature by examining empirically the implementation of ICM projects and their outcomes in six Finnish companies. The findings of the paper include the challenges and success factors affecting the development of ICM projects, likewise the related outcomes and benefits. This provides useful insights for applying ICM to practice. 相似文献
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Eeva-Kaarina Lampinen Aino-Maija Eloranta Virpi Lindi Juuso Väistö Niina Lintu 《European Journal of Sport Science》2017,17(4):462-472
We studied differences in physical activity (PA), sedentary behaviour (SB), and the types of PA and SB between Finnish girls and boys and children from different socioeconomic backgrounds (SES). We assessed PA, SB, parental education, and household income using detailed questionnaires in a representative population sample of 486 children (238 girls, 248 boys) aged 6–8 years. Girls spent on average 1.7 h/day and boys 2.0 h/day in total PA (p?=?0.002). Altogether 66% of girls and 54% of boys had less than 2 h of total PA per day (p?=?0.012). Girls had lower levels of unsupervised PA (45 vs. 54 min/day, p?=?0.001), supervised PA (1.5 vs. 1.9 h/week, p?=?0.009), and PA during school recess (1.8 vs. 1.9 h/week, p?=?0.032) than boys. Girls had higher levels of total SB (3.8 vs. 3.4 h/day, p?=?0.015) but lower levels of screen-based SB (1.5 vs. 1.9 h/day, p?<?0.001) than boys. Lower parental education and household income were associated with lower levels of supervised PA in girls (p?=?0.011 and p?=?0.008, respectively) and in boys (p?=?0.006 and p?=?0.003, respectively). Lower parental education and household income were also related to higher levels of screen-based SB in boys (p?=?0.005 and p?<?0.001, respectively) but not in girls. Girls have lower levels of total, unsupervised, and supervised PA, PA during recess, and screen-based SB but higher levels of total SB than boys. Lower parental education and household income are associated with lower levels of supervised PA in both genders and higher levels of screen-based SB in boys. 相似文献
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