Characterizing the importance of clarity of roles and responsibilities in government inter-organizational collaboration and information sharing initiatives     

J. Ramon Gil-Garcia  Ahmet Guler  Theresa A. Pardo  G. Brian Burke 《Government Information Quarterly》2019,36(4):101393

Previous research has shown that clarity of roles and responsibilities (CRR) influences the performance of individual organizations as well as inter-organizational efforts. In the context of cross-boundary information sharing (CBIS), CRR has been found to enable other important determinants of success, such as building trust among members, increasing their willingness to participate, and mitigating some of their concerns about security, among others. However, few studies have attempted to understand the determinants of CRR in government CBIS initiatives. Sayogo, Gil-Garcia, and Cronemberger's (2016) analysis of results of a national survey identified three significant determinants of CRR in CBIS, (1) the extent participants use boundary objects, (2) participant skills in terms of collaboration, coordination, and communication, and (3) the diversity of the participating organizations and their goals. Seeking to expand on their findings in terms of new understanding about the influence of significant determinants of CRR in CBIS, this study draws on findings from eight U.S. state and local government public health and criminal justice CBIS cases. This study contributes to existing knowledge about CBIS in the public sector by characterizing the determinants and providing new understanding of the nature of the influence of the determinants of CRR on CBIS. In particular, it shows how the extent of boundary object use, collaboration, and the diversity of participants affect CBIS initiatives in different contexts. In practical terms, creating new understanding of the determinants of CRR has value for public managers and their leadership as they must increasingly collaborate and share information across the boundaries of organizations in the process solving increasingly complex public problems.  相似文献   

Integrating Community-based Research into a Criminal Justice Capstone Course     

Theresa Ervin Conover 《Journal of Criminal Justice Education》2015,26(4):408-422

There have been a number of themes influencing teaching approaches in undergraduate education in recent years. These include experiential learning and an emphasis on providing research opportunities to students. Couple these themes with the current emphasis in the criminal justice field for researcher–practitioner collaboration and the confluence points toward a community-based research (CBR) approach. This study discusses CBR pedagogy and provides a specific example of its implementation in a criminal justice capstone course. Student outcomes indicate that CBR is a positive way to integrate collaborative, experiential research opportunities for undergraduate students.  相似文献   

Create News; Consortium for Research on Educational Accountability and Teacher Evaluation; Mathematics and Science Achievement in the Middle School Years: An International Perspective     

Albert E. Beaton  Michael O. Martin  Ina V.S. Mullis  Eugenio I. Gonzalez  Theresa A. Smith  Dana L. Kelly 《Journal of Personnel Evaluation in Education》1998,12(1):69-73

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Intelligence of retinoblastoma patients and their siblings     

E A Levitt  A L Rosenbaum  L Willerman  M Levitt 《Child development》1972,43(3):939-948

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Erratum to “Government Information Networks — Mapping Electronic Governance cases through Public Administration concepts” [Government Information Quarterly 29S1 (2012) 1–10]     

Tomasz Janowski  Theresa A. Pardo  Jim Davies 《Government Information Quarterly》2012

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A capstone mathematics course for prospective secondary mathematics teachers     

Alice F. Artzt  Alan Sultan  Frances R. Curcio  Theresa Gurl 《Journal of Mathematics Teacher Education》2012,15(3):251-262

This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered pedagogical and assessment strategies. Examples show how students teach the class, complemented by excerpts from student journals containing students?? perceptions of their learning. Preliminary research indicates the effectiveness of this course for preparing future mathematics teachers.  相似文献   

Developing Progress Files: A case study     

Heather Fry  Elizabeth S. Davenport  Theresa Woodman  Barbel Pee 《Teaching in Higher Education》2013,18(1):97-111

This paper reports the development of a progress file, a tool to promote learning, planning and the recording of achievement, for dental therapists in training and professional practice. Progress files are to become obligatory in higher education in the United Kingdom. The aims of the file, its development and the naturalistic approach taken to evaluation are described; the outcomes are analysed. A number of potential challenges posed by progress files for teaching, learning, assessment, curriculum and policy development in the United Kingdom, and for researching these challenges, are highlighted. Issues relating to employment, self-appraisal, lifelong learning and reflection in learning are considered. The desirability of a discipline or professionally-based file, and for acceptance of flexibility in intent, length and usage of such devices is posited.  相似文献   

Traditional governance structures ‐ current policy pressures: The academic senate and Canadian universities     

Glen A. Jones  Theresa Shanahan  Paul Goyan 《Tertiary Education and Management》2013,19(1):29-45

Abstract

The objective of this paper is to identify current policy pressures in Canadian higher education and explore their implications for academic decision‐making bodies based on data we obtained in our national study on university senates. We describe two inter‐related sets of public policy pressures that have emerged in recent years in Canada including on‐going financial restraint and a renewed interest in university research. We conclude by reviewing a number of important implications for Canadian university governance in the context of contemporary policy pressures.  相似文献   

Reflexive professionalism: reclaiming the voice of authority in shaping the discourses of education policy     

Theresa Bourke  Mary Elizabeth Ryan  John Lidstone 《Asia-Pacific Journal of Teacher Education》2013,41(4):398-413

The nature and value of “professionalism” has long been contested by both producers and consumers of policy. Most recently, governments have rewritten and redefined professionalism as compliance with externally imposed “standards.” This has been achieved by silencing the voices of those who inhabit the professional field of education. This article uses Foucauldian archaeology to excavate the enunciative field of professionalism by digging through the academic and institutional (political) archive, and in doing so identifies two key policy documents for further analysis. The excavation shows that while the voices of (academic) authority speak of competing discourses emerging, with professional standards promulgated as the mechanism to enhance professionalism, an alternative regime of truth identifies the privileged use of (managerial) voices from outside the field of education to create a discourse of compliance. There has long been a mismatch between the voices of authority on discourses around professionalism from the academic archive and those that count in contemporary and emerging Australian educational policy. In this article, we counter this mismatch and argue that reflexive educators’ regimes of truth are worthy of attention and should be heard and amplified.  相似文献   

Gender discrimination and education in West Africa: strategies for maintaining girls in school     

Theresa Tuwor  Marie‐Antoinette Sossou 《International Journal of Inclusive Education》2013,17(4):363-379

Girls’ enrolment in primary schools has achieved significant increase and parity with male enrolment in many countries in Africa since the 1960s. Some of these countries include Botswana, Namibia and Tanzania. However, in most Sub‐Saharan African countries, female enrolment still lags behind male enrolment. This paper examines some of the reasons for the persistent gender gap between females and males in the three African countries of Ghana, Nigeria and Togo within the West Africa sub‐region. It discusses gender relations, cultural practices such as early marriage, child slavery, and child fostering/trafficking, poverty and multiple household duties for girls as some of the contributing factors. It is argued that unless these cultural beliefs and attitudes are changed and mandatory measures such as holding parents accountable and responsible are put in place, gender parity and quality education for all, especially for females, will not be achieved in Africa. A number of additional strategies for improvement in school attendance and retention for females are also discussed.  相似文献