Richard Fossey: If a Practitioner Cleans the Windows, Will You Look In?     

Joyce Annunziata 《Journal of Personnel Evaluation in Education》1999,13(1):83-92

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Model of affective learning for nonformal science education facilities     

Joyce E. Meredith  Rosanne W. Fortner  Gary W. Mullins 《科学教学研究杂志》1997,34(8):805-818

Objective setting and evaluation for learning in the affective domain are often neglected in educational programs, largely because affective learning is a poorly understood phenomenon. This is particularly problematic in nonformal science education facilities, which are uniquely suited to facilitate affective learning. To address this problem, a heuristic model of affective learning in nonformal educational facilities was developed. The model, referred to as the Meredith Model, displays a sequence of events occurring in the affective responses of learners in nonformal educational experiences and identifies factors which may influence individual events within this sequence. The model is proposed as a conceptual framework for gaining an increased understanding of affective learning and for making recommendations for practice of nonformal science education and for further research. J Res Sci Teach 34: 805–818, 1997.  相似文献   

Implicit beliefs,achievement goals,and procrastination: A mediational analysis     

Andrew J. Howell  Karen Buro 《Learning and individual differences》2009,19(1):151-154

As a maladaptive behavioural outcome, procrastination should correlate with beliefs about ability and achievement goals that are themselves relatively maladaptive. Accordingly, procrastination should be predicted by entity as opposed to incremental implicit theories (i.e., viewing attributes such as ability as relatively fixed vs. malleable, respectively) and by avoidance goal orientations as opposed to approach goal orientations. Among 397 undergraduates, entity beliefs and mastery-avoidance goals positively predicted procrastination whereas incremental beliefs and mastery-approach and performance-approach goals negatively predicted procrastination. The prediction of procrastination by entity beliefs was mediated by mastery-avoidance goals. Results are cast in terms of self-regulatory models of procrastination.  相似文献   

Innovate with ICT: enhancing learning across the curriculum     

Barbara Howell 《Learning, Media and Technology》2009,34(4):357-358

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A participatory approach to the identification of measures of number sense in children prior to school entry     

Sally Howell  Coral Kemp 《International Journal of Early Years Education》2009,17(1):47-65

The research reported in this paper used a modified Delphi procedure in an attempt to establish a consensus on tasks proposed to assess components of number sense identified as essential for early mathematics success by a broad range of academics with expertise in the area of early mathematics. Tasks included as measures of these components were based on assessment tasks developed by early mathematics researchers. Eighteen questionnaires were returned by academics from Australia, the UK, New Zealand, The Netherlands and the USA, all with published work in the areas of early mathematics and/or number sense. Both the proposed components and tasks in the questionnaires were limited to the number domain. The study revealed considerable agreement with a number of the proposed tasks and thus provided a way forward for the development of an early number sense assessment to be trialled with young children prior to their first year of formal schooling.  相似文献   

The Riddle of the Smart Machines     

Dusti D. Howell 《TechTrends》2010,54(1):33-37

Hundreds of graduate students were introduced to the fields of instructional design and educational technology with the riddle of the smart machines, yet over the years no one has answered it correctly. After revealing the surprising answer to this riddle, both the negative and positive impacts of smart machines are analyzed. An example of this is given by developing practical interventions for the shortcomings of the award-winning simulation program The Oregon Trail.  相似文献   

The Integrated Curriculum Model (ICM)     

Joyce VanTassel-Baska  Susannah Wood 《Learning and individual differences》2010,20(4):345-357

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Children’s participation in their education,research and society     

Angelique Howell 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):478-485

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Joint ventures and technology adoption: A Chinese industrial policy that backfired     

Sabrina T. Howell 《Research Policy》2018,47(8):1448-1462

To spur technology transfer, emerging market policymakers often require foreign firms to form joint ventures (JVs) with domestic firms. Through knowledge spillovers, JVs may reduce technology acquisition costs for domestic firms. Yet domestic firm rents from JVs could discourage innovation through a cannibalization effect. Which force dominates is an empirical question. I address it with novel data on China's auto sector. In response to fuel economy standards requiring firms to upgrade technology or sacrifice quality, firms with JVs reduced quality and price relative to their counterparts. Consistent with cannibalization, firms with JVs drive the negative effect.  相似文献   

Knowledge generation and sharing in UK universities: A tale of two cultures?     

Kerry E. Howell  Fenio Annansingh 《International Journal of Information Management》2013

As economies become more knowledge intensive it has become evident to most organizations that knowledge is a valuable resource. This is particularly true in academic organizations, which have the generation and dissemination of knowledge as their principal mission. This research assesses whether path-dependency exists in relation to cultural expectations of knowledge generation and sharing in knowledge intensive organizations. This paper adopts a constructivist approach facilitated by focus group discussions which were conducted in two UK universities, one Russell group university and the other a post-1992. Institutional culture and path dependency play a major role in the willingness of institutions to generate and share knowledge. Each institution exemplified a distinct path-dependency that underpinned cultural expectations but in each case internal and external factors were necessitating changes regarding knowledge sharing and generation which affected individual perspectives and organizational structures. The paper concludes by purporting that certain universities display critical junctures and cultural transformation in terms of knowledge generation, dissemination and sharing.  相似文献