Knowledge process capabilities are highly associated with innovation performance. Namely, firms which develop better capabilities in processing knowledge can innovate better. The Dynamic Capabilities view states that the effects of contextual variables on capability development cannot be ignored. This study seeks to examine the roles of two contextual variables; environmental dynamism and strategic flexibility on developing knowledge process capabilities and innovation performance. In parallel with this aim, a survey was conducted on a sample of 236 firms from different industries in Turkey and a number of hypotheses including the interaction effects of environmental dynamism and strategic flexibility were tested through moderated multiple regression methods. The three-way interaction of knowledge process capabilities, environmental dynamism and strategic flexibility was associated more strongly with innovation performance than the two-way interactions of knowledge process capabilities and environmental dynamism, and knowledge process capabilities and strategic flexibility. Hence, the findings revealed that the effectiveness of knowledge process capabilities on the way of enhancing innovation performance in highly dynamic markets were contingent upon strategic flexibility.
Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students’ learning. This survey-based study records and examines Pakistani pre-service teachers’ and teacher-educators’ current uses of Facebook, and their attitudes toward using Facebook for collaborative learning, and to see if there is a significant relationship between participants’ intensity of Facebook use and their attitude toward instructional use of Facebook. Results of the study indicated that pre-service teachers’ and teacher-educators’ motives for their current Facebook use are mainly limited for social purposes. Pre-service teachers’ use of Facebook is more intensified than the use of Facebook by teacher-educators. Further, pre-service teachers showed more positive attitudes toward using Facebook for collaborative learning than the attitudes of their faculty. Findings also indicated a positive relationship between participants’ Facebook intensity and their attitudes toward its use for collaborative learning. 相似文献
The study introduces the pedagogy of listening-based questioning training (LBJQ) for journalism students and journalists. The approach provides basic training and is somewhat different from the usual interview training as LBJQ focuses on training in basic skills: listening and reflective responding skills, as well as the ability to use different types of questions efficiently. The aim of the exercises is to help the journalist to get the most precise information possible from people with various social skills and styles. The article explains theoretical approaches and provides sample exercises for trainers and journalists. 相似文献
In this study, psychometric properties of the test of the three-mathematical minds (M3) were investigated. The M3 test was developed based on a multidimensional conception of giftedness to identify mathematically talented students. Participants included 291 middle-school students. Data analysis indicated that the M3 had a .73 coefficient as a consistency of scores. Exploratory factor analysis yielded three separate factors explaining 55% of the total variance; however, one-factor solution seems to best fit the data. The convergent validity analysis showed that M3 scores had medium to high-medium correlations with teachers' ratings of students' mathematical ability and students' ratings of their own ability and their liking of mathematics. The findings provide partial evidence for the validity of M3 test scores for the identification of mathematically gifted students. 相似文献
Seeing the relevance of tasks for future use is important for developing value and interest in them. We employed a pre- and post-test quasi-experimental design using a mixed-methods approach to examine if reflecting on the relevance of technology to future teaching practices influences elementary and secondary preservice teachers’ utility value and interest toward technology integration. The findings from 111 preservice teachers revealed that reflecting on the connections of technology to future teaching increased their maintained interest in technology integration regardless of their situational interest levels. Reflections also helped them recognize technology-supported classroom management strategies in their current implementations. Differences observed between elementary and secondary preservice teachers highlighted a need for helping secondary preservice teachers develop higher interest and deeper understanding of utility values of technologies for future practices. Results also underscored the importance of emphasizing various benefits of technology regarding collaboration, assessment, and self-paced learning—utility values that were minimally observed in the study. 相似文献
The study aims to elucidate the characteristics of gifted underachievers at the university level and the reasons for their underachievement. The sample consisted of students from Bogazici University in Istanbul. The School Attitude Assessment Survey‐Revised (SAAS‐R) instrument was administered to 91 underachievers and a comparison group of 74 university students. The instrument employed five subscales: academic self‐perceptions, attitudes toward teachers, attitudes toward school, goal valuation, and motivation/self‐regulation. Findings indicated that the comparison students and the underachieving students differed on all five subscales of the SAAS‐R. In addition, the instrument correctly classified almost 80% of the students in the present sample as either underachievers or comparison students. Among the five subscales, the motivation/self‐regulation subscale was most predictive of underachievement status. 相似文献
Computational thinking is one of the skills critical for successfully solving problems posed in a technology driven and complex society. The limited opportunities in school settings to help students develop computational thinking skills underscores the need for helping teachers integrate it in their practices. Besides developing the knowledge of technology, content, and pedagogy, teachers need to recognize the relevance of computational thinking to their teaching, a factor influencing their future practice with it. Drawing from the literature on problem-solving and TPACK framework, this paper discusses strategies, including content-specific examples, problem-solving nature of computational thinking, and the methods of teaching problem-solving for enabling teachers to make the connections between computational thinking and their practices. 相似文献
This paper describes two teacher training programmes offered through Anadolu University's Open Education Faculty (OEF). The first programme, which began in 1985‐1986, is a pre‐bachelor certificate for 130,000 primary school teachers. The second programme, started in 1990, offers a university degree to 54,000 secondary school teachers. Pedagogy, course materials, delivery systems and evaluation are discussed for both programmes.相似文献
