Piracy and Social Change: Roundtable Discussion     

Jonas Andersson Schwarz  Patrick Burkart  Patricia Aufderheide  Peter Jaszi  Christopher Kelty  Gabriella Coleman 《Popular Communication》2015,13(1):87-99

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Piracy and Social Change     

Jonas Andersson Schwarz  Patrick Burkart 《Popular Communication》2015,13(1):1-5

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Euroethics--a database network on biomedical ethics     

Gavel Y  Andersson PO  Knutssøn GB 《Health information and libraries journal》2006,23(3):169-178

BACKGROUND: EUROETHICS is a database covering European literature on ethics in medicine. It is produced within Eurethnet, a European information network on ethics in medicine and biotechnology. OBJECTIVES: The aim of Euroethics is to disseminate information on European bioethical literature that may otherwise be difficult to find. METHODS: A collaboration model for pooling data from different centres was developed. The policy was to accomplish data uniformity, while still allowing for local differences in terms of software, indexing practices and resources. Records contributed to the database follow common standards in terms of data fields and indexing terms. The indexing terms derive from two thesauri, Thesaurus Ethics in the Life Sciences (TELS) and Medical Subject Headings (MeSH). Combining elements from search tools developed previously, the developers sought to find a technical solution optimized for this data model. An approach relying on a thesaurus database that is loaded along with the bibliographic database is described. RESULTS AND CONCLUSIONS: The present case study offers examples of possible approaches to several tasks often encountered in database development, such as: merging data from diverse sources, getting the most out of indexing terms used in a database, and handling more than one thesaurus in the same system.  相似文献   

From lesson plan to new comprehension: exploring student teachers’ pedagogical reasoning in learning about teaching     

Pernilla Nilsson 《欧洲师范教育杂志》2009,32(3):239-258

The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. Shulman’s process of pedagogical reasoning and action was used as a conceptual framework to systematically elucidate different critical incidents that student teachers experienced and to then apply it as an analytic framework for developing deeper understandings of the complex task of learning to teach primary science. Primary science student teacher participants (n = 22) were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The results indicate that by helping student teachers to focus on critical incidents in their learning to teach, they come to question their practice more deeply and, through such reflection, gain new insights into teaching as being problematic.  相似文献   

Providing better education services to the poor: Accountability and context in the case of Guatemalan decentralization     

Alec Ian Gershberg  Ben Meade  Sven Andersson 《International Journal of Educational Development》2009

We explore how two community-based reform models align with the World Bank’s World Development Report 2004 accountability framework. Using a qualitative case study of rural Guatemalan primary schools, we examine local governance through interviews with a range of stakeholders.  相似文献   

Personalised virtual learning spaces to support undergraduates in producing research reports: Two case studies     

Marie Källkvist  Stephen Gomez  Holger Andersson  David Lush 《The Internet and Higher Education》2009,12(1):35-44

The purpose of this study was to create and evaluate personalised virtual learning spaces (PVLSs) in a course that was previously delivered face-to-face only. The study addressed three related questions: (1) Can a PVLS successfully be introduced into a course where IT has not previously featured? (2) Can the PVLSs be used to enhance the assessment from an extended essay to a higher-level empirical research project? (3) What are the perceptions of the students and the tutor of the PVLSs in terms of access, clarity and usefulness of the supervision of undergraduate research projects? Results showed that the introduction of the PVLSs into the course was trouble-free and that the PVLSs were able to enhance assessment. The vast majority of students and their tutor showed high levels of satisfaction, particularly with (1) the messaging tool, which allowed asynchronous, one-to-one communication with the tutor, and (2) the interactive web-forms, which provided structured guidance of how to conduct a small-scale empirical research project. The study concludes that the interactive web-forms and messaging tool can be beneficial functions of virtual learning spaces.  相似文献   

R&D strategies and entrepreneurial spawning     

Martin Andersson  Apostolos Baltzopoulos 《Research Policy》2012,41(1):54-68

This paper analyzes how different R&D strategies of incumbent firms affect the quantity and quality of their entrepreneurial spawning. When examining entrepreneurial ventures of ex-employees of firms with different R&D strategies, three things emerge: First, firms with persistent R&D investments and a general superiority in sales, exports, productivity, profitability and wages are less likely to generate entrepreneurs than firms with temporary or no R&D investments. Second, start-ups from knowledge intensive business service (KIBS) firms with persistent R&D investments have a significantly increased probability of survival. No corresponding association between the R&D strategies of incumbents and survival of entrepreneurial spawns is found for incumbents in manufacturing sectors. Third, spin-outs from KIBS-firms are more likely to survive if they start in the same sector, indicating the importance of inherited knowledge. These findings suggest that R&D intensive firms are less likely to generate employee start-ups, but their entrepreneurial spawns tend to be of higher quality.  相似文献   

Coteaching with senior students – a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school     

Felix Schultze  Pernilla Nilsson 《International Journal of Science Education》2018,40(6):688-706

During the last decade there has been on-going discussions about students’ declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers’ and students’ different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students’ frames of references. The teachers’ PCK was refined which in turn lead to improved teaching strategies.  相似文献   

Emerging collaborative and cooperative practices in 1:1 schools     

Annika Andersson  Matilda Wiklund  Mathias Hatakka 《Technology, Pedagogy and Education》2016,25(4):413-430

In this article, the authors explored how laptops used in 1:1 classrooms affect cooperation and collaboration practices. Based on an observational time study, the authors found that the most common activity in 1:1 classrooms is group work using the computer. They also found that, despite what the concept 1:1 alludes to about one student working with one computer, most laptop use takes on other forms such as two students working with one computer (1:2) or two students working together using two laptops (2:2). The findings reported in this article about the various different collaboration arrangements have implications for both research and practice. For practice, because teachers can arrange activities based on an awareness of the different student–laptop constellations that emerge when students are given a laptop. Research is likewise informed about the various group work constellations and can build on this knowledge for further analysis of the pros and cons with the different collaborative forms.  相似文献   

Chafing borderlands: obstacles for science teaching and learning in preschool teacher education     

Andersson  Kristina  Gullberg  Annica  Danielsson  Anna T.  Scantlebury  Kathryn  Hussénius  Anita 《Cultural Studies of Science Education》2020,15(2):433-452

Cultural Studies of Science Education - This study examines preservice preschool teachers’ university science education experience. The empirical data are from a research and intervention...  相似文献