Managing and leveraging knowledge for organisational advantage     

Elayne Coakes  Anton Bradburn  Gill Sugden 《知识管理研究与实践》2004,2(2):118-128

This paper focuses on two elements of process knowledge that we call sticky and fluid knowledge. Process knowledge, we argue, differs from the more commonly described tacit or explicit knowledge due to its domain specificity. Process knowledge is a potential source of competitive advantage for an organisation and is key to the development of intellectual capital for an organisation. Knowledge management is the operational means of delivering this intellectual capital value. From empirical research conducted, two cases are presented that illustrate process knowledge and its value and exploitation for the development of intellectual capital. The findings emphasise the necessity for a multiplicity of means for process knowledge transfer in order to ensure the widest possible distribution. In particular, in order to ensure that sticky process knowledge is transformed into fluid process knowledge, it is recommended that, communities and face2face discussions supplement knowledge exchanges via electronic networks.  相似文献   

Constructionist co-design: A dual approach to curriculum and professional development     

Jacob Kelter  Amanda Peel  Connor Bain  Gabriella Anton  Sugat Dabholkar  Michael S. Horn  Uri Wilensky 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):1043-1059

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Conditional logic abilities on the four-card problem: Assessment of behavioral and reasoning performances     

Helen Adi  Robert Karplus  Anton E. Lawson 《Educational Studies in Mathematics》1980,11(4):479-496

The present study assessed the behavioral and the reasoning performances of 507 school and university students on the four logical principles of logical detachment, particular conversion, particular inversion, and particular contraposition. An adapted version of Wason's four-card problem was administered to all students in paper-and-pencil format and in group settings. Students were asked to respond to the logical questions and to justify their answers. Nine logical reasoning categories were identified. The results of behavioral and reasoning performances were compared across grade levels. Results indicated that many students who responded behaviorally correctly to the logical questions, provided incorrect reasoning justifications. The percentages of students who considered a conditional statement as hypothetical increased with age. No sex differences on the behavioral and the reasoning performances were reported.  相似文献   

Predicting science achievement: The role of developmental level,disembedding ability,mental capacity,prior knowledge,and beliefs     

Anton E. Lawson 《科学教学研究杂志》1983,20(2):117-129

Controversy in the literature exists concerning the relative importance of cognitive characteristics such as general developmental level and specific prior knowledge for science achievement. Thus the relative ability of developmental level and prior knowledge to predict achievement of concepts of evolution and natural selection was assessed by means by three commonly used types of examination items: multiple choice items, a computational item, and an essay item. The effects of students' disembedding ability, mental capacity, and belief in evolution were also assessed. Disembedding ability, prior knowledge, and belief in evolution were found to be significantly related to overall achievement, while developmental level and mental capacity were not. However, developmental level was found to be the best predictor of performance on the computational item while belief in evolution and prior knowledge were found to be the best predictors of performance on the multiple-choice items. Mental capacity was found to be a predictor of performance on the essay item. It is argued that the cognitive variables influence different aspects of science achievement. Implications are discussed.  相似文献   

Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration     

Jana Arndt  Katharina Scheiter 《Journal of Experimental Education》2019,87(1):116-127

This study investigated whether text-picture integration is facilitated when text and pictures are presented simultaneously instead of sequentially. Participants memorized general and specific sentences and pictures. It was expected that due to text-picture integration, participants should falsely recognize specific versions of the sentences and pictures even after having studied only their general versions before. Sentences and pictures were presented simultaneously or sequentially with the picture either preceding or following the corresponding sentence. Contrary to expectations, text-picture integration was only observed for picture recognition and was not influenced by temporal contiguity. Findings are explained by the use of simple materials that did not sufficiently tax working-memory capacity to allow for any benefit of a simultaneous text-picture presentation to occur.  相似文献   

Dilemma of concepts and strategies for the prevention of spread of HIV in relation to human behavior, law and human rights     

Dennin RH  Lafrenz M  Sinn A  Li LJ 《Journal of Zhejiang University. Science. B》2011,12(7):591-610

The new prevalence data regarding the estimated global number of human immunodeficiency virus positive (HIV⁺) cases, i.e., including people who are either aware or unaware of their HIV infection in 2010, lead many to wonder why the increase in incidence has reached today’s unprecedented level and escalated within such a short time. This, in spite of prevention campaigns in countries affected by HIV/acquired immune deficiency syndrome (AIDS) with their urgent messages aimed at preventing HIV transmission by promoting changes in individual’s behavior. This article analyzes the background of the prevention strategies, in particular their political, social and legal concepts in terms of human rights, and reveals traits of human behavior not considered thus far. A radical reappraisal is necessary, at social and legislative levels, as well as options additional to current concepts. When ethical issues come up, they become blamed for outmoded moralistic positions. However, ignoring the reality has led to dire consequences from prioritizing individual human rights over society’s collective need to prevent the spread of HIV.  相似文献   

A Reply to Allchin's “Pseudohistory and Pseudoscience”     

Lawson  Anton E. 《Science & Education》2004,13(6):599-605

Science &; Education -  相似文献   

An analysis of premature closure in science and developmental stages     

Warren Wollman  Bat-Sheva Eylon  Anton E. Lawson 《科学教学研究杂志》1980,17(2):105-114

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Improving The Quality of Education Through School-Based Management: Learning From International Experiences     

Anton?De?GrauweEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(4):269-287

School-based management is being increasingly advocated as a shortcut to more efficient management and quality improvement in education. Research, however, has been unable to prove conclusively such a linkage. Especially in developing countries, concerns remain about the possible detrimental impact of school-based management on school quality; equity among different schools in the same system; the motivation of and relationships between principals and teachers; and financial as well as administrative transparency. The present study defines school-based management and, in view of its implementation in different world regions, examines some of its advantages and disadvantages. In particular, the author explores the strategies which must accompany school-based management in order to ensure a positive impact on quality. These are found to include (1) guaranteeing that all schools have certain basic resources; (2) developing an effective school-support system; (3) providing schools with regular information on their performance and advice on how they might improve; and (4) emphasizing the motivational element in the management work of the school principal.  相似文献   

Décentralisation de l’éducation en Afrique francophone de l’Ouest : Réalités et défis au niveau local     

De Grauwe  Anton  Lugaz  Candy 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(5-6):613-638

International Review of Education - THE DECENTRALISATION OF EDUCATION IN WESTERN FRANCOPHONE AFRICA: LOCAL-LEVEL REALITIES AND CHALLENGES – For some years now, the process of decentralisation...  相似文献