If star scientists do not patent: The effect of productivity, basicness and impact on the decision to patent in the academic world     

Mario Calderini  Andrea Vezzulli 《Research Policy》2007,36(3):303-319

We run an Event History Analysis on a sample of Italian researchers in the field of Materials Science, aiming at understanding how the characteristics of the research trajectories followed by scientists in academia affect their opportunities to do development of industrial applications. Results of our estimates suggest that all measures of academic performances have a dual effect, although different in magnitude. Scientists that are moving along applied research trajectories find it easier to produce industrial applications than their colleagues engaged in the quest for very fundamental understanding. We interpret our results by suggesting that, for the former, more academic research results in more exploitable results, hence in more chances to patent; for the latter, more academic research makes it just more unlikely that they will find the time to produce industrial applications. Similar results apply for the low versus high research impact.  相似文献   

Inter-project learning: processes and outcomes of knowledge codification in project-based firms     

Andrea Prencipe  Fredrik Tell   《Research Policy》2001,30(9):494

In this paper, we argue that the literature on knowledge codification has been overly concerned with the economic properties of its outcomes, neglecting the importance of its underlying learning processes. Following Zollo and Winter [Organisation Science, 2001, in press], the paper distinguishes three learning processes: experience accumulation, knowledge articulation and knowledge codification and suggests a framework to analyse the learning abilities of project-based firms. We propose that mechanisms for inter-project learning draw upon these learning processes and can be found at various levels of the project-based firm. Using empirical evidence from six case studies, we discern three empirical patterns, that we defined learning landscapes, of such mechanisms. Implications for the literature and practice of knowledge codification are discussed.  相似文献   

Celebration,commemoration and collaboration: milestones in the history of education     

Andrea Jacobs  Camilla Leach  Nancy G. Rosoff  Stephanie Spencer 《History of education》2019,48(2):151-155

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The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis     

Julianne C. Turner  Andrea Christensen  Hayal Z. Kackar-Cam  Sara M. Fulmer  Meg Trucano 《学习科学杂志》2018,27(1):49-88

Professional learning communities can be effective vehicles for teacher learning and instructional improvement, partly because they help change professional culture. However, little is known about how these changes occur. We used activity systems analysis to investigate the development of professional learning communities and their teacher leaders (N = 9) based on interviews and observations over 2 years. Activity systems analysis enables researchers to understand change within complex qualitative data sets by finding systemic relations within the activity, specifying contradictions in the system, and explicating outcomes. The resulting activity system illuminates the transformation of a mostly private, autonomous, and egalitarian culture to one of nascent collaboration, reflection, and shared values, as well as teacher leaders’ development of agency.  相似文献   

Understanding the use of domain and task knowledge in the interpretation of graphical displays     

Hitendra Pillay  Wageeh W. Boles  Andrea R. McCrindle 《European Journal of Psychology of Education - EJPE》2001,16(4):491-508

Given the complexity of most cognitive processes and that of the associated knowledge base, which facilitates effective and efficient use of electronic diagnostic equipment, this paper addresses the important area of understanding how human operators interact with and construct meaningful understanding from the data displayed by such devices. Some work has been done in areas related to graphical and diagrammatical information processing. However, none of these studies considered the interaction of domain and task experts’ performance on similar graphical tasks. The exploratory study presented in this paper intends to identify patterns in cognitive processes used by ultrasound operators, and to provide an explanation for the reason for such patterns in light of the structure and deployment of domain and task-knowledge. The findings illustrate the complex interrelatedness of theoretical and practical knowledge, which constitutes professional knowledge. Professional knowledge becomes more complex when individuals depend on sophisticated tools to assist in their thinking. The study suggests a possibility to think about professional knowledge as a distributed knowledge across task and domain knowledge and knowledge inherent in the tools. Such distributed knowledge in professional practice needs further exploration.  相似文献   

Experiencing action evaluation’s cyclic process: partnering conflict,reflection, and action     

Andrea C. Burrows  Shelly Sheats Harkness 《Educational Action Research》2016,24(4):460-478

In this article, the authors describe experiences in and offer suggestions from a course entitled ‘Educational Innovation for Excellence Through Action Research, Conflict Resolution, and Organizational Learning’ – an action evaluation (AE). The class was taught using the principles of action research and AE. The authors explore the impact that the course had on the their personal perceptions and classmates’ perceptions of AE, grapple with the criteria for what constituted a shared definition of ‘success’ in the course, and offer a critical lens for viewing educational evaluation as a means to continued self-reflection or reflexivity. The theoretical framework utilized is symbolic interactionism and critical pedagogy. The process of AE, including resonance, positive disruptions, reflexivity, and conflict resolution, is discussed within the authors’ narratives. Action evaluation is revealed as the complex process of joining sometimes apparently disjointed participants as unlikely partners to create change. This study helps to fill a gap of enriching action research with narratives, by exploring AE through reflection, and by creating discussion regarding critical pedagogy and social change. Implications for a wide audience include suggested conflict resolution strategies and examples of evaluation uses for instructors in numerous classes. Recommendations for AE implementation and strategies to promote social change – including core values of democratic participation, community empowerment, and social justice – are also presented.  相似文献   

Discriminative stimuli that follow the absence of reinforcement are preferred by pigeons over those that follow reinforcement     

Friedrich AM  Clement TS  Zentall TR 《Learning & behavior》2005,33(3):337-342

Clement, Feltus, Kaiser, and Zentall (2000) found that when pigeons have to work to obtain a discriminative stimulus that is followed by reinforcement, they prefer a discriminative stimulus that requires greater effort over one that requires less effort. The authors suggested that such a preference results from the greater change in hedonic value that occurs between the more aversive event and the onset of the stimulus that signals reinforcement, a contrast effect. It was hypothesized that any stimulus that follows a relatively more aversive event would be preferred over a stimulus that follows a relatively less aversive event. In the present experiment, the authors tested the counterintuitive prediction of that theory, that pigeons should prefer a discriminative stimulus that follows the absence of reinforcement over a discriminative stimulus that follows reinforcement. Results supported the theory.  相似文献   

Self‐Assessment in Art Education through a Visual Rubric     

Talita Groenendijk  Andrea Krpti  Folkert Haanstra 《The International Journal of Art & Design Education》2020,39(1):153-175

A tool for self assessment in secondary art education was developed and tested. The tool includes rubrics for assessing production and reception activities in art education and consists of visual and text rubrics. The criteria in the rubrics are based on the Common European Framework of Reference for Visual Literacy which was developed by The European Network of Visual Literacy (ENViL). The way teachers and students use the rubrics, whether they consider them helpful and to what extent students’ self‐assessments are in line with teacher assessments was studied. It was concluded that teachers work with the rubrics intensively and both students and teachers appreciate its visual form. However, it was found that the agreement between teachers and students about the students’ scores was moderate and needed to improve. The results show that it is untrue that students, or boys in particular, overestimate their own performance in art education. The current study contributes to the development of feasible and valid assessment criteria and instruments in secondary art education.  相似文献   

Troubling identities: teacher education students' constructions of class and ethnicity   总被引：2，自引：0，他引：2  

Andrea C. Allard  Ninetta Santoro 《Cambridge Journal of Education》2006,36(1):115-129

Working with diverse student populations productively depends on teachers and teacher educators recognizing and valuing difference. Too often, in teacher education programs, when markers of identity such as gender, ethnicity, ‘race’, or social class are examined, the focus is on developing student teachers' understandings of how these discourses shape learner identities and rarely on how these also shape teachers' identities. This article reports on a research project that explored how student teachers understand ethnicity and socio‐economic status. In a preliminary stage of the research, we asked eight Year 3 teacher education students who had attended mainly Anglo‐Australian, middle class schools as students and as student teachers, to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they constructed their own identities around ethnicity and social class. In this article we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation, troubling and complex. We also consider the implications for teacher education.  相似文献   

The development and validation of a scale measuring teacher autonomous behaviour          下载免费PDF全文

Arnoud T. Evers  Peter Verboon  Andrea Klaeijsen 《British Educational Research Journal》2017,43(4):805-821

In the current study a multi‐dimensional scale that measures teacher autonomous behaviour is presented. The scale is applicable across the following educational sectors: primary education, secondary education and vocational education. Based on an elaborate literature study, four theoretically relevant dimensions of teacher autonomous behaviour were derived. Psychometric characteristics of the instrument (note that the terms ‘scale’ and ‘instrument’ are used interchangeably in this article) were tested among a sample of Dutch teachers working in primary, secondary and vocational education (N = 1111). The validity of our instrument was tested in several ways. First, by performing confirmatory factor analysis, we tested the factorial structure, which confirmed the hypothesised four dimensions: (1) primary work processes in the class; (2) curriculum implementation; (3) participation in decision making at school; (4) professional development. Thereafter, we calculated the scale's reliability, which appeared to be excellent. In addition, we tested for measurement invariance by cross‐validating the study in the educational sectors mentioned above. Also, the convergent, divergent and predictive validity was investigated. Teacher autonomy appeared to predict workplace learning, more specifically experimenting, reflecting and school development. Finally, we investigated whether transformational leadership can facilitate teacher autonomy, which appeared to be the case. The results empirically confirm the four dimensions of teacher autonomous behaviour, which we derived from theory, and offer solid proof of the psychometric properties of our instrument. The instrument can be used by school leaders and policy makers to monitor autonomous behaviour. More generally, the development and use of this instrument helps us understand teacher autonomous behaviour and teacher professionalism.  相似文献