Thinking about technology: Applying a cognitive lens to technical change     

Sarah Kaplan  Mary Tripsas 《Research Policy》2008,37(5):790-805

We apply a cognitive lens to understanding technology trajectories across the life cycle by developing a co-evolutionary model of technological frames and technology. Applying that model to each stage of the technology life cycle, we identify conditions under which a cognitive lens might change the expected technological outcome predicted by purely economic or organizational models. We also show that interactions of producers, users and institutions shape the development of collective frames around the meaning of new technologies. We thus deepen our understanding of sources of variation in the era of ferment, conditions under which a dominant design may be achieved, the underlying architecture of the era of incremental change and the dynamics associated with discontinuities.  相似文献   

New theory and measures for training evaluation     

Mary L. Lanigan 《Performance Improvement》1998,37(5):26-31

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Rethinking science literacy: Enhancing communication and participation in school science through affirmational dialogue journal writing     

Mary Hanrahan 《科学教学研究杂志》1999,36(6):699-717

For many students the study of science can be very disaffirming. This may lead to passivity in class and a lifelong disaffection with science, outcomes which defeat the long‐term purpose of trying to achieve scientific literacy for all students. This article represents a new way of framing scientific literacy with a “science for all” goal, based on a nexus of psychological, sociological, and critical literacy theory. A science education researcher and a science teacher collaborated in trialing the use of affirmational dialogue journal writing with early adolescents in a high school situated in a low socioeconomic status area. The intervention was found to be successful on a number of fronts. An approach which affirms students' experience can lead to a deeper approach to learning for adolescent science students. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 699–717, 1999  相似文献   

Transforming technical experts to technical trainers     

Robert A. Leininger  Anna Marie Bablak  Mary Ita Musatto  Elaine Rand 《Performance Improvement》1992,31(1):21-28

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The games of caesar     

David Ferguson And  Mary Lou Hamilton 《Performance Improvement》1995,34(2):38-40

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Improving Support Service Decision-Making: Consumer feedback regarding updates to VISTA     

Michael F. Giangreco  Susan W. Edelman  Catherine Nelson  Mary Rose Young  Richard Kiefer-O'Donnell 《International Journal of Disability, Development & Education》1999,46(4):463-473

This study provides data from 73 educational team members who used an updated version of the Vermont Interdependent Services Team Approach (VISTA) to assist them in planning educationally necessary support services for 11 students with multiple disabilities in general education classes. These data provide evaluative consumer feedback about changes in VISTA based on limitations identified through previous research. The results indicated that the changes were perceived positively by consumers, particularly related to overall quality, practicality, and more substantive involvement of parents and general education teachers in support service decision-making. Study respondents also identified areas in need of continued improvement in VISTA. Implications for future research, development, and practice are discussed.  相似文献   

Developing a Preschool Play-based Curriculum     

Mary Frances Hanline 《International Journal of Disability, Development & Education》1999,46(3):289-305

The importance of play on a young child's development cannot be understated. Play gives children opportunities to understand the world, interact with others, express and control emotions, develop symbolic capabilities, attempt novel or challenging tasks, solve problems, and practice skills. Play may contribute to the development of posture, movement, and self-sufficiency. There also appears to be a positive relationships between the frequency and complexity of young children's play and IQ, problem-solving, creativity, language and literacy, and social competence. This paper provides a review of the literature and describes the development of a preschool play-based curriculum for children with disabilities.  相似文献   

The Influence of Children's Literature on Gender Role Perceptions: A Reexamination     

Mary L. Trepanier-Street  Jane A. Romatowski 《Early Childhood Education Journal》1999,26(3):155-159

This project reexamined young children's gender attitudes regarding occupational roles. The results of this study suggested that young children's atitudes, while still generally stereotypic, were more flexible regarding occupational roles. The reading of carefully selected books and book related activities positively influenced gender attitudes.  相似文献   

Internships as Commencement: Mathematics and Science Research Experiences as Catalysts for Preservice Teacher Professional Development     

Karen Langford  Mary Ann Huntley 《Journal of Mathematics Teacher Education》1999,2(3):277-299

Among the initiatives of the Maryland Collaborative for Teacher Preparation (MCTP) is a summer research internship program that places preservice middle grades teachers in extended collaboration with professional mathematicians, scientists, and educators engaged in research and curriculum development activities. We describe the MCTP internship program including the rationale for and structural features of the program. We also highlight the effects of the internship experience on preservice teachers' conceptions of and beliefs about the nature and processes of mathematics and science, and the teaching of mathematics and science. Our findings suggest that the internship experience is a fundamentally significant life experience for preservice teachers. Furthermore, internships have the potential for realizing reform in mathematics and science education; that is, preservice teachers who have participated in MCTP internships intend to bring a holistic, conceptually oriented view of mathematics and science to their classrooms. The paper concludes with a summary of ongoing programmatic and logistical challenges of the MCTP internship program. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Editorial: On Behalf of Children “How We Respond to the Artistry of Children: Ten Barriers to Overcome”     

Mary Renck Jalongo 《Early Childhood Education Journal》1999,26(4):205-208

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