Beyond automation and control: Manufacturing information systems from a strategic perspective     

Xian-Zhong M. Xu  G. Roland Kaye 《International Journal of Information Management》1997,17(6):437-449

This paper reviews the application of computer-based information systems for manufacturing, which has found a lack of strategic orientation. Critical factors for a strategic-oriented information system, i.e. external information scanning, data refining and information reporting, are discussed. A strategic-oriented system model that incorporates information scanning-refining-reporting into manufacturing automation and control systems is proposed. A case study of a corporate strategic information processing system in a UK company is explored. Limitations of the study and suggestions for future research are made.  相似文献   

Cognitive neuroscience meets mathematics education: It takes two to Tango     

Bert De Smedt  Daniel Ansari  Roland H. Grabner  Minna Hannula-Sormunen  Michael Schneider  Lieven Verschaffel 《Educational Research Review》2011,6(3):232-237

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Gerechtigkeit und Studienabbruch. Die Rolle der wahrgenommenen Fairness von Benotungsverfahren bei der Entstehung von Abbruchsintentionen     

Roland Burger  Martin Groß 《Zeitschrift für Erziehungswissenschaft》2016,19(3):625-647

This article investigates the relationship between grading fairness and university students’ dropout intentions. Our focus is on the extent to which students assess the grading procedures as fair from a procedural justice perspective. We distinguish between control-related and validity-related aspects of procedural justice. The fairness of grading procedures is incorporated into a rational choice model on educational decision-making. We theorize that students consider questions of procedural justice in determining their chances of success. Thus, unfair grading practices lead to an increased risk of the students developing dropout intentions. Further, we investigate the relationship between students’ socioeconomic characteristics and procedural justice. Data from the first wave of the CampusPanel are used (n = 1393). Results show that dropout intentions are significantly affected by evaluations of procedural justice. Further, there is evidence that students with low parental socioeconomic status as well as students with an immigrant background are especially prone to exhibit dropout intentions when confronted with low procedural justice.  相似文献   

Believing in Neuromyths Makes Neither a Bad Nor Good Student‐Teacher: The Relationship between Neuromyths and Academic Achievement in Teacher Education     

Georg Krammer  Stephan E. Vogel  Roland H. Grabner 《Mind, Brain, and Education》2021,15(1):54-60

Neuromyths have been discussed to detrimentally affect educational practice, but the evidence for this assumption is still very scarce. We investigated whether 255 student‐teacher' beliefs in neuromyths are related to their academic achievement (overall grade point averages and first‐year practical courses). Believing or rejecting neuromyths that make no direct assumptions about learners' educability was not related to academic achievement. Believing in neuromyths that explicitly deny the educability of learners was only marginally related to academic achievement. We conclude that self‐reported beliefs in neuromyths do not differentiate between high‐ and low‐achieving initial teacher education students.  相似文献   

NONINTELLECTUAL LEARNING FACTORS AS DETERMINANTS FOR SUCCESS IN COLLEGE     

Larose  Simon  Robertson  Donald U.  Roy  Roland  Legault  Frederic 《Research in higher education》1998,39(3):275-297

This article presents the results of two studieshypothesizing that nonintellectual learning dispositionsare as important as intellectual assets in predictingthe success of college students. The first study was conducted with a low-risk francophonepopulation (N = 298) and indicated that the Test ofReactions and Adaptation in College (TRAC:nonintellectual dispositions) predicts the collegesuccess of first-year students above and beyond thatpredicted by the high school rank (academicdispositions) and a French-language measure of aptitude(intellectual dispositions). The latter measure added noadditional variation to the high school rank in predictingsuccess. These results were replicated in a second studyconducted with an American student population who wereacademically at risk (N = 179) and using the Scholastic Aptitude Test as a measure ofintellectual dispositions. Findings are discussed interms of their implications for selection, screening,and intervention for first-year collegestudents.  相似文献   

From visuo-motor interactions to imitation learning: behavioural and brain imaging studies     

Vogt S  Thomaschke R 《Journal of sports sciences》2007,25(5):497-517

We review three areas of research and theory relating to the involvement of motor processing in action observation: behavioural studies on imitation learning, behavioural work on short-term visuomotor interactions, and related neurophysiological and neuroimaging work. A large number of behavioural studies now indicate bi-directional links between perception and action: visual processing can automatically induce related motor processes, and motor actions can direct future visual processing. The related concept of direct matching (Rizzolatti et al., 2001) does not, however, imply that observed actions are transduced into a corresponding motor representation that would guarantee an instant and accurate imitation. Rather, studies on the mirror neuron system indicate that action observation engages the observer's own motor prototype of the observed action. This allows for enhanced action recognition, imitation recognition, and, predominantly in humans, imitation and observational learning. Despite the clear impact of action observation on motor representations, recent neuroimaging work also indicates the overlap of imitation learning with processes of non-imitative skill acquisition.  相似文献   

Gender differences in the kinematics and ball velocity of overarm throwing in elite team handball players     

Van Den Tillaar R  Cabri JM 《Journal of sports sciences》2012,30(8):807-813

The aim of this study was to investigate the throwing velocity and kinematics of overarm throwing in team handball of elite female and male handball players. Kinematics and ball velocity of a 7 metre-throw in eleven elite male (age 23.6 ± 5.2 yr, body mass 87.0 ± 6.8 kg, height 1.85 ± 0.05 m) and eleven elite female (age 20.3 ± 1.8 yr, body mass 69.9 ± 5.5 kg, height 1.75 ± 0.05 m) team handball players were recorded. The analysis consisted of maximal joint angles, angles at ball release, maximal angular velocities of the joint movements, and maximal linear velocities of the distal endpoints of segments and their timing during the throw. The ball release velocity of the male handball players was significantly higher than the females (21.1 vs. 19.2 m · s(-1); p < 0.05). No major differences in kinematics were found, except for the maximal endpoint velocities of the hand and wrist segment, indicating that male and female handball players throw with the same technique. It was concluded that differences in throwing velocity in elite male and female handball players are generally not the result of changes in kinematics in the joint movements.  相似文献   

Reforming Science Education: Part I. The Search for a Philosophy of Science Education     

Roland M. Schulz 《Science & Education》2009,18(3-4):225-249

The call for reforms in science education has been ongoing for a century, with new movements and approaches continuously reshaping the identity and values of the discipline. The HPS movement has an equally long history and taken part in the debates defining its purpose and revising curriculum. Its limited success, however, is due not only to competition with alternative visions and paradigms (e.g. STS, multi-culturalism, constructivism, traditionalism) which deadlock implementation, and which have led to conflicting meanings of scientific literacy, but the inability to rise above the debate. At issue is a fundamental problem plaguing science education at the school level, one it shares with education in general. It is my contention that it requires a guiding “metatheory” of education that can appropriately distance itself from the dual dependencies of metatheories in psychology and the demands of socialization—especially as articulated in most common conceptions of scientific literacy tied to citizenship. I offer as a suggestion Egan’s cultural-linguistic theory as a metatheory to help resolve the impasse. I hope to make reformers familiar with his important ideas in general and more specifically, to show how they can complement HPS rationales and reinforce the work of those researchers who have emphasized the value of narrative in learning science. This will be elaborated in Part II of a supplemental paper to the present one. As a prerequisite to presenting Egan’s metatheory I first raise the issue of the need for a conceptual shift back to philosophy of education within the discipline, and thereto, on developing and demarcating true educational theories (essentially neglected since Hirst). In the same vein it is suggested a new research field should be opened with the express purpose of developing a discipline-specific “philosophy of science education” (largely neglected since Dewey) which could in addition serve to reinforce science education’s growing sense of academic autonomy and independence from socio-economic demands.  相似文献   

Properties of publications on anatomy in medical education literature     

Vorstenbosch M  Bolhuis S  van Kuppeveld S  Kooloos J  Laan R 《Anatomical sciences education》2011,4(2):105-114

Publications on anatomy in medical education appear to be largely anecdotal. To explore this, we investigated the literature on anatomy in medical education, aiming first to evaluate the contribution of the literature on anatomy in medical education to "best evidence medical education" (BEME) and second to evaluate the development of this literature toward more "best evidence" between 1985 and 2009. Four databases were searched for publications on anatomy in medical education published between 1985 and 2009, resulting in 525 references. Hundred publications were characterized by five variables (journal category, paper subject, paper category, author perspective, and paper perspective). Statements from these publications were characterized by two variables (category and foundation). The publications contained 797 statements that involved the words "anatomy," "anatomical," or "anatomist." Forty-five percent of the publications contained no explicit research question. Forty percent of the statements made were about "teaching methods" and 17% about "teaching content," 8% referred to "practical value," and 10% to "side effects" of anatomy education. Ten percent of the statements were "positional," five percent "traditional," four percent "self-evident," and two percent referred to "quality of care." Fifty-six percent of the statements had no foundation, 17% were founded on empirical data, and 27% by references. These results substantiated the critical comments about the anecdotal nature of the literature. However, it is encouraging to see that between 1985 and 2009 the number of publications is rising that these publications increasingly focus on teaching methods and that an academic writing style is developing. This suggests a growing body of empirical literature about anatomy education.  相似文献   

Stratifikationen im Bereich der Hochschulbildung in Deutschland     

Roland Bloch  Reinhard Kreckel  Alexander Mitterle  Manfred Stock 《Zeitschrift für Erziehungswissenschaft》2014,17(3):243-261

Until recently there have been no universities or study programs in Germany that were connected to claims for top level positions in the field of higher education. However, by now efforts to vertically differentiate higher education are increasing and emphasize differences in quality. Such efforts have so far been observed with respect to research. In contrast, this article focusses on stratificatory efforts that are primarily connected to education at universities. It is based on cases studies in the field of graduate schools funded by the German excellence initiative and in the field of private higher education institutions that belong to law, business, and the social sciences and try to positions themselves as top level institutions. The first part addresses specific forms in which stratification is institutionalized in the field of higher education at present. The second part then exemplifies the various ways in which vertical differentiation is mobilized along a common attribute in both fields—internationality. We show that stratification is not a monolithic process but involves highly complex differentiations along various attributes and in multiple ways.  相似文献