The capability approach and the ‘medium of choice’: steps towards conceptualising information and communication technologies for development     

Dorothea Kleine 《Ethics and Information Technology》2011,13(2):119-130

Amartya Sen’s capability approach has become increasingly popular in development studies. This paper identifies controllability and operationalisability as two key stumbling blocks which prevent the capability approach from being used even more widely in development practice. It discusses the origins and application of the Choice Framework, a conceptual tool designed to help operationalise the approach. The framework can be used to deconstruct embedded ideologies and analyse the appropriateness of development goals, to map development as a systemic process, and to plan interventions which can result in increased freedom of choice for people. Three examples of the application of the Choice Framework in the field of information and communication for development (ICT4D) are given. The three technologies which are examined, telecentres (Infocentros), Chilecompra and Fair Tracing, can be placed at different places of a determinism continuum, some reducing the spectrum of choices a user has. The paper argues that while frameworks such as the Choice Framework can be developed further to increase the operationalisability of the capability approach, it is up to development funders to accept the fact that people’s choices are never fully predictable and thus Sen’s ‘development as freedom’ will inevitably be a dynamic and open-ended process.  相似文献   

Effects of environmental novelty on filial behavior in imprinted ducklings     

Leonard A. Eiserer 《Learning & behavior》1983,11(3):321-324

Environmental novelty was manipulated in imprinted ducklings by varying the illumination level of the experimental apparatus. Bright illumination disrupted filial behavior in subjects that had received little prior exposure to the imprinting object, with approach being suppressed more when the object was stationary than when it was moving. In subjects with prolonged prior imprinting exposure, bright illumination enhanced filial behavior. These effects can be understood if one assumes that environmental novelty has an energization effect while also eliciting responses that are incompatible with filial behavior.  相似文献   

Dimensions of utilization and types of evaluation approaches     

Leonard Rutman 《Studies in Educational Evaluation》1982,8(2):163-168

The growing interest in program evaluation is related to the various uses that such studies are expected to serve, including: influencing budget decisions, serving as a medium of accountability, facilitating policymaking, and guiding managerial decisions regarding program design and delivery. There are also some uses which are not generally publicly acknowledge such as: to whitewash programs, to purposefully destroy them, and to postpone needed action.The need for understanding various interpretations of utilization is reflected in the different conclusions that writers have drawn about the extent to which evaluation findings are utilized. Those who claim that evaluation findings have not been utilized tend to view utilization as the immediate and direct use of evaluation findings for decisionmaking. On the other hand, those who view utilization as having more modest uses (e.g., prodding action or providing added assurance) tend to produce evidence that program evaluation has been widely utilized in decision making.This paper will examine utilization primarily from the viewpoint of decisionmaking. This focus will serve as the basis for demonstrating how the meaning of utilization differs according to the purpose(s) and methodology of the evaluation study conducted.  相似文献   

Dream the Impossible Dream: A Case Study of U.S. Federal Website Accessibility Standards Compliance at Seton Hall University Libraries     

Elizabeth Leonard 《International Information and Library Review》2018,50(1):34-39

This case study examines the process of meeting Web Accessibility compliance in a United States academic library for a medium sized University. This process was prompted by the Office of Civil Rights in the Department of Education, and resulted in the execution of a Voluntary Resolution Agreement (VRA). In addition to the process the author describes what a VRA is and the common component parts therein.  相似文献   

The new books on our shelves     

Paul R. Dokecki  Leonard Gamble  Paul A. Kral Jr.  Sam P. Wiggins  Lloyd M. Dunn 《Peabody Journal of Education》2013,88(3):187-191

Introductory Mechanical Drawing. By Albert A. Lacour and Glenn N. Shaeffer. Milwaukee: The Bruce Publishing Company, 1931. pp. 23.

Two Times Two Is Four. Adapted from the Swedish of Zacharias Topelins by Vera C. Himes. New York: Thomas Y. Crowell Company, 1931. Pp. 64.

Jean and Fanchon: Children of Fair France. By Virginia Olcott. New York: Silver, Burdett and Company, 1931. Pp. viii + 168.

Introduction to the Use of Standard Tests (Revised Edition). By Sidney L. Pressey and Luella Cole. New York: World Book Company, 1931. Pp. iii + 266.

Health Horizons. By Jean Broadhurst and Marion Olive Lerrigo. New York: Silver, Burdett and Company, 1931. Pp. i + 44.

Poems for Enjoyment. By Elias Lieberman. New York: Harper Brothers, 1931. Pp. v + 510.

Fabrics and Dress. By Lucy Rathbone and Elizabeth Tarpley. New York: Houghton Mifflin and Company, 1931. Pp. ix + 430.

Factors Influencing the Choice of Courses by Students in Certain Liberal Arts Colleges. By Helen Foss Weeks. New York: Columbia University, 1931. Pp. i + 62.

Manual for Expressing Educational Measures as Percentile Ranks. By Francis C. Buros and Oscar K. Buros. Yonkers: World Book Company, 1930. Pp. 27.

Mental and Interest Tests. By Lea Hamilton King. New York: Columbia University, 1931. Pp. 1 + 124.

The Bearing of Certain Personality Factors Other Than Intelligence on Academic Success. By Henry T. Tyler. New York: Columbia University, 1931. Pp. v + 88.

Psychology of Exceptional Children. By Norma V. Scheidemann. New York: Houghton Mifflin Company, 1931. Pp. i + 520.

Problems in School Supervision. By George C. Kyte. Boston: Houghton Mifflin Company, 1931. Pp. xiv + 214.

The Birch Bark Roll of Woodcraft. By Ernest Thompson Seton. New York: A. S. Barnes and Company, 1931. Pp. xii + 268.

How to be Interesting. By Professor Robert E. Rogers. Boston: L. C. Page & Company, 1931. Pp. xii + 170.

Grammar in Action. By J. C. Tressler. New York: D. C. Heath and Company, 1931. Pp. xii + 404.

Uncle Remus. By Joel Chandler Harris. New York: D. Appleton and Company, 1931. Pp. xxiii + 283.

Making the Most of High School. By Clyde M. Hill and Raymond D. Mosher. New York: Laidlaw Brothers, 1931. Pp. v + 288.

Modern Business Law. By Jay Finley Christ. New York: The Macmillan Company, 1930. Pp. xiv + 612.

Capital Outlay in Relation to a State's Minimum Educational Program. By Foster E. Grossnickle. New York: Columbia University, 1931. Pp. iii + 65.

Students' Marks in College Courses. By John E. Bohan. Minneapolis: University of Minneapolis Press, 1931. Pp. iii + 133.

The Influence of Training on Changes in Variability in Achievement. By Homer B. Reed. Albany: Psychological Review Company, 1931, Pp. 1+ 59.

Education and the Philosophy of Experimentalism, By John L. Childs. New York: The Century Company, 1931. Pp. vii + 264.

Progress in Adjusting Differences of Amount of Educational Opportunity Offered Under the County Unit Systems of Maryland and Utah. By L. John Nuttall, Jr. New York: Bureau of Publications, Teachers College, Columbia University, 1931. Pp. v + 105.

Modern Chemistry. By Charles E. Dull. New York: Henry Holt and Company, 1931. Pp. xii + 776.

An Introduction to Organic Chemistry. By Roger J. Williams. New York: D. Van Nostrand Co., 1931. Pp. iii + 585.

Educational Measurement in the High School. By C. W. Odell. New York: The Century Company, 1930. Pp. 641.

Furniture Boys Like to Build. By Richard Shaver. Milwaukee: The Bruce Publishing Company, 1931. Pp. 216.

General Metal Work. By Alfred B. Grayshon. New York: D. Van Nostrand Company, 1930. Pp. viii + 206.

Coloring, Finishing, and Painting Wood. By A. C. Newell. Peoria: The Manual Arts Press, 1930. Pp. 419.

A Gateway to Music. By Wilton W. Blanche and Jay Speck. Boston: D. C. Heath and Company, 1931. Pp. v + 178.

Plane Geometry Work Book, By Theodore Herberg and Sinclair J. Wilson. Boston: D. C. Heath and Company, 1931.

Standard Service Arithmetics, Grades One and Two. By J. W. Studebaker, F. B. Knight and W. C. Findley. Chicago: Scott, Foresman and Company, 1929. Pp. 154.

Introductory Algebra. By Alan Johnson and Arthur W. Belcher. Chicago: Laurel Book Company, 1930. Pp. 407.

Fabrics and Clothing. By Sara MacBride and Ellen Beers McGowan. New York: The Macmillan Company, 1931. Pp. viii + 225.

Mathematics, Seventh School Year. By Fred Engelhardt and Mary L. Edwards. New York: D. Appleton and Company, 1931. Pp. xvi + 232.  相似文献   

Book reviews     

J. Isaac Copeland  Paul A. Kral Jr.  Leonard Gamble  Leonard Gamble  J. W. Whitlock  T. P. Yeatman 《Peabody Journal of Education》2013,88(4):247-255

The Light That Shines: Chapel Hill, 1912–1916. Robert B. House. (Chapel Hill: University of North Carolina Press, 1964. Pp. 216. $5.00.)

Psychology of Adolescence for Teachers. Glenn Myers Blair and R. Stewart Jones. (New York: Macmillan, 1964. Pp. 118. $1.50, paper.)

Psychology of the Child in the Classroom. Don C. Charles. (New York: Macmillan, 1964. Pp. 86. $1.25, paper.)

Reading Instruction for Today's Children. Nila Banton Smith. (Engle‐wood Cliffs, New Jersey: Prentice‐Hall, 1963. Pp. 594. $7.50.)

Religion and the Schools, The Great Controversy. Paul Blanchard. (Boston: Beacon Press, 1963. Pp. 265. $4.95.)

School Business Administration in the Smaller Community. Fredrick W. Hill and James W. Colmey. (Minneapolis: T. S. Denison and Company, 1964. Pp. 324. $7.95.)

Sociology of Childhood. Oscar W. Ritchie and Marvin R. Koller. (New York: Appleton‐Century‐Crofts, 1964. Pp. 333. $5.00.)

The Teaching of Mathematics. Roy Dubisch. (New York: John Wiley and Sons, 1963. Pp. 124. $2.95, paper.)

Vignettes on the Theory and Practice of School Administration. Finis E. Engleman, Shirley Cooper, and William J. Ellena. (New York: The Macmillan Company, 1963. Pp. 237. $4.80.)  相似文献   

No time to think: policy,pedagogy and professional learning     

Simon N. Leonard  Philip Roberts 《教育政策杂志》2013,28(2):142-160

In this study, we seek to illuminate the effects of the global policy convergence in education through a close study of its enactment within an Australian Teacher Education course. Building on an examination of the changing priorities of a cohort of pre-service teachers over a short space of time, we argue that the enactment of New Public Management approaches to the governance of teaching in Australia is having adverse effects on the professional learning of new teachers, defeating the policy goals. Previous studies have investigated the affective impact of current global policy formations on teachers. Building on that work, this study considers the impacts that the teacher policy emphasis on ‘performance’ has had on professional learning processes, which are understood with reference to Kolb’s Experiential Learning Theory. The study is undertaken using an interpretative phenomenographic approach and informed by the related methods of discursive psychology, which positions discourse as a discursive practice to achieve specific goals in specific contexts.  相似文献   

Meaningful reading gains by adult literacy learners     

Hollis S. Scarborough  John P. Sabatini  Jane Shore  Laurie E. Cutting  Kenneth Pugh  Leonard Katz 《Reading and writing》2013,26(4):593-613

To obtain a fuller picture of the efficacy of reading instruction programs for adult literacy learners, gains by individual students were examined in a sample (n = 148) in which weak to moderate gains at the group level had been obtained in response to tutoring interventions that focused on strengthening basic decoding and fluency skills of low literate adults (Sabatini, Shore, Holtzman, & Scarborough, 2011). Learners were randomly assigned to receive one of three tutoring programs for an average of 44 h of instruction. We used within-individual gains replicated over tests (WIGROT) as the method for identifying gainers, who were defined as students whose reading levels increased from pretest to posttest by a half year or more on at least two of four measured aspects of reading proficiency. The 46 % of the sample who met the criterion had higher pretest scores than non-gainers on measures of reading (d = .42, p < .01) and phonological awareness (d = .47, p < .01), and included fewer adults with a history of special education (43 vs. 61 %, phi = .19, p < .05), regardless of which instructional condition had been received. The findings suggest that basic skills instruction can lead to a meaningful degree of benefit for many adult learners who persist in reading programs for several months. Supplementing group level results with analyses of individual growth, such as WIGROT, appears to be useful in evaluating the efficacy of literacy interventions.  相似文献   

Effects of imagery‐eliciting on recognition and recall for radio commercials     

Leonard N. Reid  Lawrence C. Soley 《广播与电子媒介杂志》2013,57(2):567-574

This experiment suggests that recognition and recall are better for radio commercials with imagery‐eliciting copy than for commercials without imagery‐eliciting copy.  相似文献   

Departmental Publication Productivity and Reputational Quality: Disciplinary differences     

Leonard Baird 《Tertiary Education and Management》2013,19(4):355-369

Using US national data, this study examines the levels and interactions between reputational rankings, average publications, citations, and external research support across 30 disciplines. The analyses show great variation among the disciplines in average and range of publications, citations, and external research support. They also show that the intercorrelations among the measures vary greatly by discipline. For example, the correlation between average publication level and reputational rankings was substantial in chemistry (.87), but weak in industrial engineering (.20); the correlation between the level of research support and reputation was strong in psychology (.74), but very small in astronomy (.14). Comparison of departments ranked in the top 10 with those ranked near the bottom showed that it was possible for departments to rank very high in a discipline but have publication, citation, and support levels below departments ranked near the bottom. The implications for quality and increasing status in higher education are discussed.  相似文献