Understanding the complexity of teacher reflection in action research     

Johan Luttenberg  Paulien Meijer 《Educational Action Research》2017,25(1):88-102

Reflection in action research is a complex matter, as is action research itself. In recent years, complexity science has regularly been called upon in order to more thoroughly understand the complexity of action research. The present article investigates the benefits that complexity science may yield for reflection in action research. This article begins by explicating the sense in which the complexity of reflection in action research involves the role of values and existential knowledge in education. The gap between theory and practice is also explored. On the basis of a number of common features of complex systems (heterogeneous, open, dynamic, non-linear, adaptive, and co-adaptive), the sense in which reflection can be regarded as a complex system is discussed. To this end, the features of complex systems are translated into features of reflection in action research, which, in turn, are illustrated with examples from recent publications on reflection in action research. The aim of this analysis is to make reflection in action research more understandable and manageable. In line with this, it is argued that room for insecurity and unpredictability, combined with an explicit consideration of reflection as a complex system, contributes to the use of complexity as a stimulus for new learning.  相似文献   

Comment on ‘Techno therapy or nurtured niches?’ by Hommels et al. [Res. Policy 36 (7) (2007)]     

Frank W. Geels  Johan Schot 《Research Policy》2007,36(7):1100-1101

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The future of knowledge and skills in science and technology higher education     

Johan Muller 《Higher Education》2015,70(3):409-416

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Against ressentiment: Response to Mackenzie     

Johan Dahlbeck 《Educational Philosophy and Theory》2016,48(9):943-945

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The effectiveness of university knowledge spillovers: Performance differences between university spinoffs and corporate spinoffs   总被引：2，自引：0，他引：2  

Karl Wennberg  Johan Wiklund  Mike Wright 《Research Policy》2011,40(8):1128-1143

While much prior research has focused upon how the Technology Transfer Offices (TTOs) and other contextual characteristics shape the level of university spinoffs (USO), there is little research on entrepreneurial potential among individual academics, and to the best of our knowledge, no comparative studies with other types of spinoffs exist to date. In this paper we focus on an important but neglected aspect of knowledge transfer from academic research involving the indirect flow to entrepreneurship by individuals with a university education background who become involved in new venture creation by means of corporate spinoffs (CSO) after gaining industrial experience, rather than leaving university employment to found a new venture as an academic spinoff. We argue that the commercial knowledge gained by industry experience is potentially more valuable for entrepreneurial performance compared to the academic knowledge gained by additional research experience at a university. This leads us to posit that the average performance of CSOs will be higher than comparable USOs, but the gains from founder‘s prior experiences will be relatively higher among USOs whose founders lack the corporate context. We investigate these propositions in a comparative study tracking the complete population of USOs and CSOs among the Swedish knowledge-intensive sectors between 1994 and 2002.  相似文献   

Much Ado: ‘manpower shortages’ and educational policy reform in South Africa     

Johan Mutter 《教育政策杂志》2013,28(2):83-97

This paper reviews the historical context behind the ‘manpower shortages’ argument underpinning proposed educational reform in South Africa circa 1980. It seeks to explain how such an argument became a dominant theme and ideological rationale for reform, by examining its passage through liberal reformist discourse into official state‐appointed commission reports. The paper then considers why the ‘manpower shortages’ argument was taken up at that particular time, and argues that it was part of an overall “Total Strategy’ for commodifying black labour through education in the face of the manifest failure of Bantu Education to achieve this end. The paper concludes by discussing briefly the failure of this strategy, and the disappearance of the ‘manpower shortages’ theme from arguments for educational reform.  相似文献   

Technology Curriculum and Planning for Technology in Schools: The Flemish case     

Ruben Vanderlinde  Johan van Braak  Ruben Hermans 《TechTrends》2008,52(2):23-26

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To tag or not to tag? How to support organizing and classifying bookmarks from the Web (¿Con etiquetas o sin etiquetas? Cómo asistir en la organización y clasificación de los marcadores de páginas Web) (¿Con etiquetas o sin etiquetas? Cómo asistir en la organización y clasificación de los marcadores de páginas Web)     

Jaap Walhout  Johan L. H. Van Strien  Saskia Brand-Gruwel 《Infancia y Aprendizaje》2020,43(1):139-173

ABSTRACT

When searching for information on the Internet, it can be stored in a bookmarking system. The ability to organize this information in such a system depends on one’s own prior knowledge to create an appropriate classification scheme. Providing a classification system for bookmarks might support people with low prior knowledge. Even though different bookmarking systems exist, hierarchical menus and tagging are being most widely used. In the current exploratory study with 95 ninth-grade students, a 2 × 2 between-subjects design was used to investigate the influence of providing classification support (or not) for either a tagging or a hierarchical system. Results showed that despite the low familiarity with tagging systems, using a hierarchical system is not necessarily a better approach than using a tagging system to organize previously found information. Rather, a tagging system seems to yield storage of fewer but higher-quality information sources. The most important conclusion is that, despite the low familiarity with tagging systems, using a hierarchical system was not beneficial over using a tagging system to organize previously found information.  相似文献   

Reflections: Institutional impact is a problem with possibilities     

Johan C. Van Bruggen 《Studies in Educational Evaluation》1987,13(3)

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Reading and listening progress in segregated primary schools: Does ethnic and socioeconomic classroom composition matter?          下载免费PDF全文

Lisa Dewulf  Johan van Braak  Mieke Van Houtte 《British Educational Research Journal》2017,43(5):931-951

This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7‐ and 8‐year‐old students (n = 683) in 42 second‐grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non‐native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed.  相似文献