Network structure, self-organization, and the growth of international collaboration in science   总被引：12，自引：0，他引：12  

Caroline S. Wagner  Loet Leydesdorff   《Research Policy》2005,34(10):1608-1618

Different approaches have been used to analyse international collaboration in science but none can fully explain its rapid growth. Using international co-authorships, we test the hypothesis that international collaboration is a self-organising network. Applying tools from network analysis, the paper shows that the growth of international co-authorships can be explained based on the organising principle of preferential attachment, although the attachment mechanism deviates from an ideal power-law. Several explanations for the deviation are explored, including that of the influence of institutional constraints on the mechanism of self-organisation.  相似文献   

Jacqueline Kennedy: The White House Years. Selections from the John F. Kennedy Library and Museum     

Caroline Goldthorpe 《Curator: The Museum Journal》2005,48(3):347-351

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Student assessment and learning for a changing society     

Caroline Gipps 《Prospects》1998,28(1):31-44

This article examines the traditional roles of assessment and the current demands for assessment to ‘gear up’ education systems in response to global economic changes. It argues that in the next millennium, and with the information revolution, it will be important to foster higher order skills and good learning strategies in a high proportion of our students. The article goes on to consider, set against the critical relationship among high-stakes testing, teaching and learning, the nature of high-quality assessment programmes. It will present evidence of impact of the national assessment programme on teaching in England and Wales in the United Kingdom.  相似文献   

The REFLECT Approach to Literacy: some issues of method     

Caroline Dyer  Archana Choksi 《Compare》1998,28(1):75-92

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Tripping over Experience: some problems in feminist epistemology     

Caroline Ramazanoglu  Janet Holland 《Discourse: Studies in the Cultural Politics of Education》1999,20(3):381-392

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Evaluating the Effectiveness of a ‘Real-World' Shared Reading Intervention for Preschool Children and Their Families: A Randomised Controlled Trial     

Jamie Lingwood  Josie Billington  Caroline Rowland 《Journal of Research in Reading》2020,43(3):249-271

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Knowledge governance within clusters: the case of small firms     

Rachel?BocquetEmail author  Caroline?Mothe 《知识管理研究与实践》2010,8(3):229-239

Despite the vast literature on knowledge management, little research has addressed the specificities of knowledge integration at the cluster level. Moreover, the literature on clusters has not focused on the role that governance may play in knowledge management. Anchored in a knowledge-based perspective, this paper aims at bridging the two fields, filling the gap by analysing the role of cluster governance in knowledge management. An empirical study of two small French firm clusters was carried out based on 29 interviews. The data analysis consisted essentially in content analysis. The clusters studied were characterized by distinct knowledge management processes. In both cases, governance was necessary in order to support knowledge integration by member firms. Our results suggest that establishing an initial common knowledge base seems to be a prerequisite in order for the external knowledge identification and acquisition processes to take place. The activist role played by governance also seems more efficient than that of a broker. We discuss these results and their implications for policy-makers and cluster members.  相似文献   

Social axioms and achievement across cultures: The influence of reward for application and fate control     

Fan Zhou  Kwok Leung  Michael Harris Bond 《Learning and individual differences》2009,19(3):366-371

The present research examined the relationships between two social axiom dimensions, reward for application and fate control, with various achievement-related indexes across a wide range of cultures. Results showed that there was no relationship between reward for application and academic achievement or economic competitiveness, but reward for application was positively related to effort exertion and favorable attitudinal reactions to striving. In contrast, fate control was positively related to academic achievement and economic competitiveness, but not to effort exertion and attitudes toward striving. A number of speculations are provided to account for these intriguing findings.  相似文献   

Acting up or acting out? Unlocking children's talk in literature circles     

Caroline Pearson 《Literacy》2010,44(1):3-11

It is generally accepted that talk enriches children's interpretations of texts in literature circle discussions. However, the nature of that talk and exactly how it facilitates interpretation of texts has not been much analysed. This article describes some work undertaken with a class of Scottish children, aged 9–10, to introduce them to the idea of literature circles. The literature circle discussions were then recorded and analysed. The purpose of the project was to record the kinds of exchanges, chains of comment and range of discourses and voices that children used when talking among themselves, and to reflect on their function and value. It was found that a lot of the talk was exploratory though not always in the sense proposed by Mercer. In his terms much was ‘cumulative’. Some talk veered towards anecdotal chat. The children also frequently put on voices not their own, mimicking characters in the story they were reading, and other people they knew. These forms of talk are not always encouraged in the classroom, their effectiveness for learning being in doubt. This article argues that cumulative talk, the telling of anecdotes and the performing of different characters' voices all have a useful function in discussions of books: they can encourage engagement, be helpful in bringing texts to life and advance children's thinking about literature.  相似文献   

Quality improvement in early years settings in Hong Kong and England     

Dora Ho  Verity Campbell-Barr  Caroline Leeson 《International Journal of Early Years Education》2010,18(3):243-258

With a growing awareness of the importance of early childhood education, the governments of Hong Kong and England have both increased investment through providing fee assistance to parents for buying services and providing funding to providers for offering ‘free’ places, respectively. Alongside the increased funding of early childhood education, a heightened interest in the quality of early years settings has arisen. This paper aims to develop a framework for comparative studies by addressing the similarities and differences in quality improvement of both systems. Three key issues are discussed: relevance of the quality criteria for assessment, interpretations of the quality improvement mechanism and its use in guiding practice, and the influence of contextual factors in terms of stakeholders' views of the quality process. It is argued that these key issues are fundamental to a framework for understanding different sociocultural contexts and dynamics in shaping the quality improvement of early childhood education.  相似文献