Decision-making in big science—the development of the high-voltage electron microscope     

B. Leach 《Research Policy》1973,2(1):56-70

This paper discusses the science policy implications of the development in the United Kingdom of one recent addition to the range of scientific instrumentation available to metallurgists and biologists — the High Voltage Electron Microscope.This case-study forms part of a larger study carried out at the R & D Research Unit, Manchester Business School for the Department of Education and Science, which is investigating the relationship between scientific techniques and fundamental research. The study shows the influence of prestige and competition as a stimulus towards the development, and concludes that the scale of such “Big Science” developments in this country, as the HVEM may well prove unjustifiable in relation to achieved or anticipated research and other benefits, and that in the future closer public scrutiny needs to be made of alternative funding policies in relation to anticipated benefits.  相似文献   

Development projects and their host institutions: Are they compatible?     

Fiona Leach 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(6):459-479

This paper suggests that a major cause of the poor performance of institution-building projects in developing countries lies in the potential incompatibility of the development project (whether in the education sector or elsewhere) with the host institution into which it is introduced (for example, a ministry department, college or research institute). This incompatibility originates in the different organisational culture to which each subscribes. This has the unfortunate consequence in many cases, and in particular in countries with weak infrastructure and low levels of expertise, of the project serving to decrease rather than to increase local capacity. In this respect the project acts as a counter-developmental rather than a developmental force. It is suggested that this situation cannot be rectified unless either the project or the host institution changes its organisation culture, which is unlikely to happen.

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Zusammenfassung Dieser Artikel geht von der Annahme aus, daß die unzureichenden Ergebnisse der Projekte für die Errichtung von Institutionen in Entwicklungsländern folgenden Ursprung haben: die potentielle Unverträglichkeit der Entwicklungsprojekte (ob auf dem Bildungssektor oder in anderen Bereichen) mit der Gastinstitution, in die sie integriert werden sollen (z. B. Ministeriumsabteilungen, Fachhochschulen oder Forschungsinstitute). Diese Unvereinbarkeit ergibt sich aus der unterschiedlichen Organisationskultur jeder Institution. Als Konsequenz verringern diese Projekte lokale Kapazitäten oft anstatt sie zu erhöhen. Dies gilt besonders für Länder mit geringer Infrastruktur und niedrigem Fachwissen. In dieser Hinsicht wirkt das Projekt einer Weiterentwicklung des Landes eher entgegen. Es wird angenommen, daß diese Situation nicht verändert werden kann, solange entweder das Projekt oder die Gastinstitution seine Organisationsstruktur verändert. Dies erscheint dem Autor unwahrscheinlich.

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Resumen Este trabajo indica que una de las principales causas de la deficiente realización de proyectos destinados a la creatión de instituciones en países en desarrollo reside en la potencial incompatibilidad entre los proyectos de desarrollo (ya sea en el sector de la educación o en otros sectores) y la institutión anfitriona en la que el mismo es implantado (por ejemplo, un departamento de un ministerio, un colegio o un instituto de investigación). La incompatibilidad se origina en las respectivas diferencias de cultura organizacional. En muchos casos, y particularmente en aquellos países que cuentan con una infraestructura pobre y con bajos niveles de experiencia, esto trae la infortunada consecuencia de que el proyecto no ayude a aumentar las capacidades locales, sino que, al contrario, más bien las reduzca. En este sentido, el proyecto actúa más como fuerza anti-desarrollo que como fuerza de desarrollo. La autora sugiere que la situación no puede ser remediada, salvo que el proyecto o la institución anfitriona cambien su cultura organizacional, lo cual es improbable que suceda.

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Résumé Cet article suggère qu'une des causes majeures de l'inefficacité des projets constitutifs d'institutions dans les pays en développement réside dans l'incompatibilité potentielle du projet de développement (que ce soit dans le domaine de l'éducation ou ailleurs) avec l'institution d'accueil dans laquelle il est introduit (par exemple, un service ministériel, une université ou un institut de recherche). Cette incompatibilité naît des différentes cultures d'organisation dont participent le projet et l'institution. Cela a pour conséquence malheureuse que, dans de nombreux cas, en particulier dans les pays présentant une infrastructure faible et un savoir faire insuffisant, le projet contribue non pas à augmenter mais à diminuer les capacités locales. A cet égard, le projet va à l'encontre du développement au lieu de le promouvoir. Cette situation ne peut, selon l'auteur, être corrigée qu'à condition que le projet ou l'institution d'accueil modifie sa culture d'organisation, ce qui a peu de chance de se produire.

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This article is an adaptation of a paper which was presented at the Oxford Conference on The Role of the State in Educational Development in September 1993. The original paper is included in a forthcoming publicaiton by Turner J. (ed) The State and the School, London: Falmer.  相似文献   

Book reviews     

Lucy Robertson  Jenny Feinmenn  Amanda Claydon  Martin Miles  Lyndsey Blair  Naomi Burgess 《Educational Psychology in Practice》2008,24(3):269-278

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Beware of Stereotypes: Are Classmates’ Stereotypes Associated With Students’ Reading Outcomes?     

Francesca Muntoni  Jenny Wagner  Jan Retelsdorf 《Child development》2021,92(1):189-204

This study examined the associations between classmates’ reading-related gender stereotypes and students’ reading self-efficacy, self-concept, motivation, and achievement. Our sample consisted of 1,508 fifth-grade students (49% girls; age: 10.89 years); data were collected at two time points. Multilevel analyses yielded two main results: First, there was a relation between students’ individual reading-related gender stereotypes and their reading self-concept, self-efficacy, and motivation with boys experiencing negative and girls experiencing positive effects. Second, a contextual effect was found: after controlling for students’ individual reading-related gender stereotypes, classmates’ gender stereotypes were negatively related to all of the boys’ reading outcomes. The results provide evidence for the assumption that classmates are important communicators of gender stereotypes and that they reinforce conforming behaviors.  相似文献   

PDAs as lifelong learning tools: an activity theory based analysis     

Jenny Waycott  Eileen Scanlon 《Learning, Media and Technology》2005,30(2):107-130

This paper describes the use of an activity theory (AT) framework to analyze the ways that distance part time learners and mobile workers adapted and appropriated mobile devices for their activities and in turn how their use of these new tools changed the ways that they carried out their learning or their work. It is argued that there are two key strengths in using an activity theory framework in this context. The first strength is the emphasis activity theory places on tools, including computer artefacts, as mediators of activity. This emphasis focuses attention on the activity itself rather than, for example, simply the interaction between the human and the computer. The focus is on the learner or user’s objectives and activities and the computer is the tool through which the user achieves her objectives. The second strength was referred to briefly above. The AT perspective also enabled analysis of an interactive dynamic process of users or learners and their tools—in this case personal digital assistants (PDAs). It revealed a two way process in which the user adapts the tools they use according to their everyday practice and preferences in order to carry out their activities; and how, in turn, the tools themselves also modify the activities that the user is engaged in. Three case studies illustrate these processes. The first case study is of distance learners’ use of e‐books on PDAs, to supplement their access to other static media such as books and computers. The second case study investigated how mobile workers in the energy industry used mobile devices to access information when away from the office. The third and final case study investigated the use of mobile devices in an art gallery. The paper concludes with a discussion of the information access needs that are apparent in each of these learning contexts, and highlights the pertinent issues in the use of mobile technologies to support lifelong learners’ information needs.  相似文献   

Some ‘Spill‐over’ Effects of a Home‐based Reinforcement Programme in a Secondary School     

David J. Leach  Mitchell K. Byrne 《教育心理学》1986,6(3):265-276

Abstract A home‐based reinforcement (H‐BR) programme was carried out in a secondary school to increase rule‐following and work completed by two groups of disruptive students. Of particular interest was whether the positive effects of the programme on target students would ‘spill‐over’ to equally disruptive control students in the same classes. The results showed highly significant improvements in the work and behaviour of both sets of target students but positive ‘spill‐over’ effects on controls were only apparent in one of the classes. Possible explanations for this are discussed. It is concluded that the already considerable value of H‐BR programmes in secondary schools as minimal intervention techniques would be enhanced even more if ‘spill‐over’ effects on non‐targeted, classroom sub‐groups could be planned for, rather than hoped for.  相似文献   

单词找一找     

Jenny 《英语辅导》2017,(7)

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Towards a theory of instruction in the 1980s     

Jenny L. Covill-Servo  Ron Hein 《Instructional Science》1983,12(4):301-319

The purpose of this article is to provide a historical perspective on the contributions of learning and instruction to instructional theory and to discuss some of the major obstacles currently inhibiting the growth of “Instructional Theory.” Some suggestions for future development of this discipline are provided. In clarifying the impediments to instructional theories' development, heavy reliance is placed upon the process of theory construction as perceived by philosophers of the natural and social sciences. Some comments are made regarding the appropriate use of instructional theory in developing nations.  相似文献   

Located in the thin of it: Young children’s use of thin moral concepts     

Jennifer Cole Wright  Trisha Sedlock  Jenny West  Kelly Saulpaugh  Michelle Hopkins 《Journal of moral education》2016,45(3):308-323

One important socio-cultural medium through which young children’s moral understanding is cultivated is parent/child discourse. Of particular interest to us was young children’s use of basic (‘thin’) evaluative concepts (good, bad, right and wrong), which are ubiquitous in everyday discourse and serve as a potential bridge from the non-moral to the moral domain. We investigated 14 2–5-year-old children’s (and their parents’) use of thin evaluative concepts and found that while they frequently used good and bad to morally evaluate other people’s and their own psychological/dispositional states and behaviors—as well as, less frequently, to highlight relevant standards, expectations and rules—they did not use right and wrong. In contrast, a sample of US written and spoken public conversation revealed that adults did. Reasons for this are discussed, along with the frequency of different types of moral evaluations, differences between children and their parents, and age-related trends.  相似文献   

A PERSONAL CONSTRUCT APPROACH TO EVALUATING TEACHING PRACTICE     

Paul Rolph  Jenny Rolph 《Assessment & Evaluation in Higher Education》1982,7(1):41-53

During 1976, one of us decided to investigate the use of Kelly's personal construct theory and the triadic form of his repertory grid in enhancing understanding between a supervisor and a student‐teacher, when evaluating that student's teaching. An account of the procedure is given. In discussion, the student and supervisor agreed that the procedure, although long and demanding, led to a greater understanding of their own and each other's perspectives of the lesson evaluated. But it was admitted that the particular procedure employed and the use of the triadic form of the repertory grid are both time consuming and tiring. A rating form of the repertory grid in a simpler procedure was then explored in a similar teaching situation. An account of this second approach is also given. It was agreed that this approach was much simpler than in the original investigation and both student and supervisor (who were common to both investigations) found that it led to a greater understanding of their own and each other's perspectives. The authors therefore suggest that a rating form of the repertory grid (and the accompanying theory) can be used to enhance understanding between student‐teachers and their supervisors. They also propose that this would be a useful procedure in other educational contexts when an evaluation takes place.  相似文献