The transfer of U.S. technology abroad     

Derek L. Bosworth 《Research Policy》1980,9(4):378-388

The causes of the transfer of technology between countries is now seen as an important dimension of the diffusion of new products and processes. Despite its obvious importance, there has been little empirical research investigating the international transfer of technology, although the work of Schiffel and Kitti (Research Policy 7 (1978)) provides a useful foundation on which to build. The research reported below tests the hypothesis that the transfer of technology between countries, as measured by the movement of patented invention, is influenced by both supply side and demand side factors. The principal variables are: patenting activity in the country of origin; the size of the recepient economy; international trade in goods and services; and the operations of multinational producing enterprises. These vaiables explain most of the variation across countries in the transfer of U.S. technology abroad. The worldwide distribution of U.S. based multinational enterprises appear to play an important part in explaining U.S. technology tranfer. On the other hand, the remaining international differences in patent law do not seem to significantly affect patent flows between countries.  相似文献   

University TV     

Derek Holroyde 《British journal of educational technology : journal of the Council for Educational Technology》1971,2(3):247-249

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The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: an empirical analysis from the secondary sector     

Derek Glover  Douglas Averis  Victoria Door 《Learning, Media and Technology》2007,32(1):5-20

There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas.  相似文献   

Mental Calculation Methods Used By 11-Year-Olds in Different Attainment Bands: a reanalysis of data from the 1987 APU survey in the UK     

Derek Foxman  Meindert Beishuizen 《Educational Studies in Mathematics》2002,51(1-2):41-69

This paper describes thereanalysis of data obtained in 1987 on themental calculation strategies used by asample of 11-year-olds in the course of anational survey of schools in England,Wales and Northern Ireland. The mentalskills test was administered to pupils in aone-to-one situation and the reanalysismade use of classifications of mentalstrategies developed in the past decade ininternational research. These pupils werea subsample of the main sample of about 10000 who took a written test of mathematicsin the survey, 247 taking both tests. Thescores on the written test were used todistribute these pupils into three bands ofattainment in order to compare thefrequency and effectiveness of thestrategies used by pupils of differentlevels of attainment. Eight of thereanalysed questions are discussed, each ofthem involving one of the four basicarithmetic operations. Some are purelynumerical and in others the numbers are ina context. Top band pupils mostly preferredsequential strategies which leave one ofthe numbers in the calculation complete,while the Bottom band generally preferredto split complete numbers and operateseparately on the components of the numbersthus partitioned. The most popularstrategy for Middle band pupils in severalquestions was the standard algorithm usedmentally. Complete number strategies werethe most successful for pupils in all threebands. Possible implications for theNational Numeracy Strategy in Britain arediscussed. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Developing students' critical thinking skills through visual literacy in the New Secondary School Curriculum in Hong Kong     

Chi-Kim Cheung  Aditi Dubey Jhaveri 《Asia Pacific Journal of Education》2016,36(3):379-389

This paper argues that the planned introduction of visual literacy into the New Secondary School Curriculum can play a crucial role in enabling students to think critically and creatively in Hong Kong's highly visual landscape. As Hong Kong's educational system remains entrenched in long-established and conventional pedagogies, the primacy given to the written word is in sharp contrast with the pragmatic roles that visual images play in students' day-to-day life. Hong Kong is well-known for its extremely high level of Internet / broadband penetration and media saturation, yet visual literacy is still in a state of infancy in Hong Kong. Therefore, from a curricular standpoint, as Hong Kong society relies to a greater degree than ever before on visual communication strategies, it is vital that visual literacy be integrated as part of the new curriculum under the current educational reforms. As contemporary Hong Kong culture becomes increasingly dependent on the visual environment, developing visual literacy to enhance students' learning can be an important step in the future towards a more successful implementation and development of the New Secondary School Curriculum.  相似文献   

International Perspectives on Curriculum Studies,Vol. 1, Curriculum and Assessment (David Scott,Ed.)     

Derek Foxman 《Assessment in Education: Principles, Policy & Practice》2002,9(2):269-271

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The effect of changes in item sequence on student performance in a multiple-choice chemistry test     

Derek Hodson 《科学教学研究杂志》1984,21(5):489-495

It is standard practice to arrange items in objective tests in order of increasing difficulty, on the assumption that such an arrangement increases student motivation and produces more reliable tests. The validity of this assumption was investigated in the context of a multiplechoice chemistry test. Fifty items were arranged in three sequences of difficulty: random (R), easy-to-hard (E-H) and hard-to-easy (H-E). The mean test score was significantly higher for the test sequenced E-H than for the test sequenced H-E. Item difficulty index was raised by placement of the easier items toward the beginning of the test and lowered by placement of these items toward the end of the test. Test reliability was largely independent of item sequence.  相似文献   

The Regulation of Pedagogic Discourse: Relationships between the State and Intellectuals after the Cultural Revolution in China     

Kwok Wah Cheung 《Asia Pacific Journal of Education》1996,16(1):41-55

Based on the theoretical model of pedagogic discourse proposed by Basil Bernstein, this paper proposes two notions, elaborated ideological orientation and restrictive ideological orientation, to understand the new relationship between the State and intellectuals in China, which is crucial to understanding intellectual practices after the Cultural Revolution in China. The reform has made it possible for the production of discourse in education which is not directly derived from Marxism and Maoism. Such diversification of legitimate positions does not amount to an autonomous discourse in education. This paper chooses the case of an influential journal, Jiaoyu Yanjiu (Educational Research) to illustrate the ways in which the editors of the journal have taken up the role of mediator between the State and authors.  相似文献   

Teaching Mathematics in mixed ability pairs     

Derek F. Digby 《Cambridge Journal of Education》1976,6(1-2):39-47

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Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender     

Ka Wai Lee  Rebecca Y. M. Cheung  Ming Chen 《Psychology in the schools》2019,56(4):595-607

The present study investigated preservice teachers’ self‐efficacy in classroom management involving students with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). A total of 137 Chinese preservice teachers were randomly presented with one of four vignettes involving a student character with ADHD symptoms, with manipulations including the character’s gender and diagnostic label of ADHD. Upon reading the vignette, participants responded to questions concerning their self‐efficacy in inclusive classroom management involving the character. Findings based on analysis of covariance indicated an interaction effect of the vignette character’s gender and label on teachers’ self‐efficacy. Specifically, teachers perceived greater self‐efficacy in a classroom involving a girl with an ADHD label than in a classroom involving a girl with no label or a boy with a label. Findings enriched the literature concerning the roles of gender and label in preservice teachers’ self‐efficacy toward inclusive classroom management.  相似文献