Erratum to: An elemental model of retrospective revaluation without within-compound associations     

Patrick C. Connor  Vincent M. Lolordo  Thomas P. Trappenberg 《Learning & behavior》2014,42(1):39-39

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Deploying information technologies for organizational innovation: Lessons from case studies     

Jaka Lindi?Author VitaePeter BalohAuthor Vitae  Vincent M. RibièreAuthor Vitae 《International Journal of Information Management》2011,31(2):183-188

Organizations must innovate if they are to survive in today's fiercely competitive marketplace. In this paper, we explore how leading organizations are using emerging technologies to enable novel forms of ideation that can radically increase the sheer volume of ideas they explore. In addition, we outline how organizations use technologies to cost effectively manage this increased volume of ideas by optimizing generation, mobilization, advocacy and screening, experimentation, commercialization, and even the diffusion and implementation of ideas. Critical to this is the management of knowledge during the innovation process.  相似文献   

What Happened after Sputnik? Shaping University Research in the United States     

Geiger  Roger L. 《Minerva》1997,35(4):349-367

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OPINION QUALITY IN PUBLIC OPINION RESEARCH     

Price  Vincent; Neijens  Peter 《Int. Journal of Public Opinion Research》1997,9(4):336-360

In recent years, a number of new techniques have been developed—includingdeliberative polls and educational surveys—that attemptto gather measures of public opinion that is of higher quality(i.e. better informed or more deliberative) than that recordedin typical mass opinion surveys. This paper addresses severalgeneral sets of questions. What is meant by ‘quality’in public opinion? What criteria can be enumerated by whichthe quality of public opinion can be assessed? In grapplingwith these questions, the paper argues that conceptions of qualityin public opinion are inextricably bound to broader conceptionsof quality in democratic decision making, a complex processinvolving multiple phases and collective participants. In addition,a number of important contradictions and ambiguities underlieconceptions of quality in public opinion.  相似文献   

Editor’s introduction: building and deploying scientific and technical human capital     

Barry Bozeman  Vincent Mangematin 《Research Policy》2004,33(4):565-568

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Enabling transformation through critical engagement and reflexivity: a case study of South African academics     

Grace Ese-osa Idahosa  Louise Vincent 《高等教育研究与发展》2019,38(4):780-792

ABSTRACT

Scholars writing on agency argue that normally, individuals who experience social structures as comfortable will tend to want to reproduce them while those who experience these structures as oppressive will want to change them. This is a bleak outlook because it suggests that those in positions of power and influence are less likely to seek to overhaul the very system of rewards and punishments that benefits them. However, there are exceptions to this pattern: instances where those who experience the structures as comfortable, nevertheless, work at transforming them. This article introduces an alternative perspective to current transformation discourses by seeking to understand why such exceptions exist. It argues that critical engagement is an important dimension of such transformation, and examines how it interacts with reflexivity to shape individual choices and reformulate interest. Drawing on a hermeneutic phenomenological analysis of in-depth interviews with 10 academics who have been identified as agents of change at one university in South Africa, we reveal how individuals are able to shift their understanding of what is or is not in their interest in a context where raced, gendered and classed interests are deeply embedded in the fabric of the society. In such contexts, reflexivity and critical personal engagement with one’s context can lead to a shift in interest and then consciousness as the individual comes to see and experience things from a different vantage point, opening up the possibility for a changed relationship with the social structure and its constraints and determining influence.  相似文献   

Where is the Research on Community College Students?     

Gloria Crisp  Vincent D. Carales  Anne-Marie Núñez 《Community College Journal of Research & Practice》2016,40(9):767-778

An understanding of where community college scholarship is published can be beneficial to practitioners seeking to identify and use scholarly evidence to support policies and programs that promote student success. Such an understanding will also benefit aspiring and new scholars seeking to identify community college scholarship. Unfortunately, there has been little effort to document journal characteristics of scholarship focused on community college students. The present study identified, reviewed, and described community college student scholarship published in P–20 education journals between 1990 and 2014. The study also examined trends over time in journals publishing articles focused on community college students. We found a sizable increase in scholarly work published in education journals since 1990—in particular within the past several years. Importantly, results also revealed an underrepresentation of empirical work focused on community college students published in P–20 education, top-tier, and open access journals. A discussion of implications for practice and recommendations for future research was also provided.  相似文献   

Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking     

Ido Roll  Vincent Aleven  Bruce M. McLaren  Kenneth R. Koedinger 《Metacognition and Learning》2007,2(2-3):125-140

Intelligent Tutoring Systems have been shown to be very effective in supporting learning in domains such as mathematics, physics, computer programming, etc. However, they are yet to achieve similar success in tutoring metacognition. While an increasing number of educational technology systems support productive metacognitive behavior within the scope of the system, few attempt to teach skills students need to become better future learners. To that end, we offer a set of empirically-based design principles for metacognitive tutoring. Our starting point is a set of design principles put forward by Anderson et al. (Journal of the Learning Sciences, 4:167–207, 1995) regarding Cognitive Tutors, a family of Intelligent Tutoring Systems. We evaluate the relevance of these principles to the tutoring of help-seeking skills, based on our ongoing empirical work with the Help Tutor. This auxiliary tutor agent is designed to help students learn to make effective use of the help facilities offered by a Cognitive Tutor. While most of Anderson’s principles are relevant to the tutoring of help seeking, a number of differences emerge as a result of the nature of metacognitive knowledge and of the need to combine metacognitive and domain-level tutoring. We compare our approach to other metacognitive tutoring systems, and, where appropriate, propose new guidelines to promote the discussion regarding the nature and design of metacognitive tutoring within scaffolded problem-solving environments.  相似文献   

The social geography of childcare: making up a middle‐class child     

Carol Vincent  Sophie Kemp 《British Journal of Sociology of Education》2004,25(2):229-244

Childcare is a condensate of disparate social forces and social processes. It is gendered and classed. It is subject to an excess of policy and political discourse. It is increasingly a focus for commercial exploitation. This is a paper reporting on work in progress in an ESRC funded research project (R000239232) on the choice and provision of pre‐school childcare by middle‐class (service class) families in two contrasting London locations. Drawing on recent work in class analysis the paper examines the relationships between childcare choice, middle‐class fractions and locality. It suggests that on the evidence of the findings to date, there is some evidence of systematic differences between fractions in terms of values, perspectives and preferences for childcare, but a more powerful case for intra‐class similarities, particularly when it comes to putting preferences into practice in the ‘making up of a middle‐class child’ through care and education.  相似文献   

The convergent validity of the cognitive preference construct     

Euwe Van Den Berg  Vincent N. Lunetta  Pinchas Tamir 《科学教学研究杂志》1982,19(5):417-424

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