Visualisations as a means for exploring academics’ teacher identities     

Anne Nevgi  Erika Löfström 《International Journal for Academic Development》2013,18(3):174-185

Academics’ teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed themselves as teachers through the teaching context and the actors, artefacts and activities of teaching and learning. By drawing attention to these elements, academics can be encouraged to reflect on their beliefs about teaching and teacher role.  相似文献   

Pedagogically aware academics’ conceptions of change agency in the fields of science and technology     

Maria Clavert  Erika Löfström  Anne Nevgi 《International Journal for Academic Development》2013,18(3):252-265

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Student Decisions to Attend Public Two-Year Community Colleges     

Erika L. Hunt 《Community College Journal of Research & Practice》2013,37(11):863-881

While the strategy of funding both systems provides an incentive for both school districts and community colleges to participate with dual enrollment, the current fiscal environment has drawn attention to the inefficient use of the dual funding structure. This article highlights the results of a case study on Florida's dual enrollment program documenting how over a 20-year period policymakers offered different financial incentives as an inducement to greater participation among districts and community colleges. The article documents how the current state fiscal condition has altered lawmaker's motivations for supporting dual enrollment. It concludes by describing the implications of this on community college participation with dual enrollment.  相似文献   

On Going (Way) Beyond One’s Data: A Proposal to Restrict Recommendations for Practice in Primary Educational Research Journals     

Daniel H. Robinson  Joel R. Levin  Gregory Schraw  Erika A. Patall  Earl B. Hunt 《Educational Psychology Review》2013,25(2):291-302

To counteract what we see as a growing research-reporting concern, we propose the following editorial-policy change regarding the content of primary research articles in educational research journals: Contributors should restrict their discussion and conclusions to their data and not offer recommendations for educational practice nor speculate about the educational policy implications of their research. We believe that this change will be beneficial for maintaining a separation between evidence and opinion concerning the legitimate warrants of empirical research. We suggest viable accompaniments and alternatives to authors offering practical recommendations and policy speculations in primary-research journal articles. Among these is to rely on all sources of evidence, including systematic research syntheses based on the aggregated contribution of multiple research studies from different sources, with recommendations for practice tailored to specific situations so that both their validity and utility will be increased. It is hoped that our proposed policy change will initiate a conversation among researchers, editors, reviewers, and educational-policy experts with respect to the scope and purpose of primary research journal articles.  相似文献   

Dutch Publishing Industry Seeks Startups Through the Renew the Book Competition     

Martin Voigt  Wiet de Bruijn 《Publishing Research Quarterly》2017,33(1):10-13

In order to find new ways of growing the market, the Dutch General Publishers Association developed an innovation-competition for startups worldwide to bring innovative thinking and ideas into the Dutch Publishing Industry. The competition is the first and only program dedicated to startups leveraging new and creative business ideas around all the elements of book publishing and has its second edition this year. The competition is for startups, who are active in areas such as publishing automation, book retail, data analytics, authoring, book content development, and audience engagement.  相似文献   

Sometimes an Orgasm is Just an Orgasm     

Erika Lorraine Milam  Gillian R. Brown  Stefan Linquist  Steve Fuller  Elisabeth A Lloyd 《Metascience》2006,15(3):399-435

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Middle School Students’ Mechanistic Explanation About Trait Expression in Rice Plants During a Technology-Enhanced Science Inquiry Investigation     

Tate  Erika D.  Ibourk  Amal  McElhaney  Kevin W.  Feng  Mingyu 《Journal of Science Education and Technology》2020,29(5):677-690

Journal of Science Education and Technology - We examined the sophistication of middle school students’ mechanistic explanations of genetics phenomena and how they interact with a...  相似文献   

An introduction to education research methods: exploring the learning journey of pre-service teachers in a transnational programme     

Sonia White  Erika Hepple  Donna Tangen  Marlana Comelli  Amyzar Alwi  Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2016,44(1):35-48

Internationally there is interest in developing the research skills of pre-service teachers as a means of ongoing professional renewal with a distinct need for systematic and longitudinal investigation of student learning. The current study takes a unique perspective by exploring the research learning journey of pre-service teachers participating in a transnational degree programme. Using a case-study design that includes both a self-reported and direct measure of research knowledge, the results indicate a progression in learning, as well as evidence that this research knowledge is continued or maintained when the pre-service teachers return to their home university. The findings of this study have implications for both pre-service teacher research training and transnational programmes.  相似文献   

Ispi award of excellence recipient high‐impact learning: Strategies for leveraging business results from training     

Robert O. Brinkerhoff  Anne M. Apking  Erika R. Gilmore 《Performance Improvement》2004,43(8):42-44

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Making an impact: Building a top‐performing organization from the bottom up     

Timm J. Esque  Erika R. Gilmore 《Performance Improvement》2003,42(1):47-49

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