Knowledge characteristics of communities of practice     

Jonathan H?KleinEmail author  N A D?Connell  Edgar?Meyer 《知识管理研究与实践》2005,3(2):106-114

This paper proposes a typology of communities of practice based on their knowledge characteristics. The structure of a community of practice, in terms of knowledge, may tend to the stratified or to the egalitarian. The predominant knowledge activity of the community may be sharing or nurturing. This produces four classes of community of practice. The paper identifies and discusses examples of these classes. It is argued that the class to which a community belongs tends to determine the rapidity with which knowledge within the community evolves and the degree of pluralism, as opposed to homogeneity, that the knowledge exhibits. The paper concludes by discussing some of the implications of the typology for knowledge management practice.  相似文献   

Theorising policy and practice in refugee education: Conceptualising ‘safety’, ‘belonging’, ‘success’ and ‘participatory parity’ in England and Sweden     

Joanna McIntyre  Sinikka Neuhaus 《British Educational Research Journal》2021,47(4):796-816

Across the world, children are forced to leave their homes for far-flung destinations. This global phenomenon has particular impact in Europe, where there are now more child refugees than since World War II. Education plays an important role for children with extraordinary experiences seeking to build meaningful lives in their new context. This article offers a new theoretical approach to underpin reforms to educational policy and practice for refugees in schools in resettlement contexts in Europe. The new conceptual framing is grounded in empirical work in England and Sweden, and brings two theories together: ‘participatory parity’ (Fraser) and ‘resumption of an ordinary life’ (Kohli). Kohli’s concepts of ‘safety’, ‘belonging’ and ‘success’ have resonance with practitioners from Sweden and England as they work to meet the needs of their new arrivals. Fraser’s conceptual lenses of redistribution, recognition and representation highlight the barriers to achieving the right to inclusive education for refugee children in each context. The interdependence of both theories shapes a new framework. The theoretical understandings offered in this article have been developed with practitioners and add to the field by offering a robust moral and operational approach to shaping pedagogical principles for policymakers and educators working in resettlement communities.  相似文献   

Aye,aye, aye,aye: orthography enhances rapid word reading in an exploratory study     

Graham F. Neuhaus  Yolanda Post 《Journal of Research in Reading》2003,26(2):141-150

Rapid Word Reading, a novel word‐reading efficiency measure, was used to determine if articulations or processing times associated with reading the word ‘aye’ were enhanced through the phonological or orthographic qualities contained in the preceding word. In the experiment, ‘aye’ followed either an identical ‘aye’, the homophones ‘I’ or ‘eye’ or high‐frequency (HF) unrelated English words. The words that preceded ‘aye’ were chosen to provide a graduated degree of phonological and orthographic information available to enhance the efficiency of recognising the following word. Semantically, phonologically, and orthographically independent high‐frequency words preceded ‘aye’ and served as a baseline measure of the articulation and processing times of ‘aye’. ‘I’ preceded ‘aye’ to provide enhanced recognition through phonological association alone. Phonological and partial orthographic associations were provided by ‘eye’ before ‘aye’, and complete phonological and orthographic associations were provided by ‘aye’ before ‘aye’. Repeated measures analysis showed that ‘aye’ was processed fastest when it followed an identical ‘aye’. The processing time enhancement for this condition was significantly faster than all other conditions. Additionally, the mean articulation duration of ‘aye’ was significantly slower when ‘aye’ followed an identical ‘aye’ than when it followed HF words. The findings documented the importance of separating phonological and orthographic information in English homophones.  相似文献   

BDSM Disclosure and Stigma Management: Identifying Opportunities for Sex Education     

Bezreh T  Weinberg TS  Edgar T 《American journal of sexuality education》2012,7(1):37-61

While participation in the activities like bondage, domination, submission/sadism, masochism that fall under the umbrella term BDSM is widespread, stigma surrounding BDSM poses risks to practitioners who wish to disclose their interest. We examined risk factors involved with disclosure to posit how sex education might diffuse stigma and warn of risks. Semi-structured interviews asked 20 adults reporting an interest in BDSM about their disclosure experiences. Most respondents reported their BDSM interests starting before age 15, sometimes creating a phase of anxiety and shame in the absence of reassuring information. As adults, respondents often considered BDSM central to their sexuality, thus disclosure was integral to dating. Disclosure decisions in nondating situations were often complex considerations balancing desire for appropriateness with a desire for connection and honesty. Some respondents wondered whether their interests being found out would jeopardize their jobs. Experiences with stigma varied widely.  相似文献   

Tempt me not with your gold,fine sir     

Edgar Crane  Malcolm S. MacLean 《Educational technology research and development : ETR & D》1961,9(1):16-23

  相似文献   

Selection Bias in Students’ Evaluation of Teaching     

Tobias Wolbring  Edgar Treischl 《Research in higher education》2016,57(1):51-71

  相似文献   

Use of technical terms in German biology lessons and its effects on students’ conceptual learning     

Tobias Dorfner  Christian Förtsch  Birgit J. Neuhaus 《Research in Science & Technological Education》2020,38(2):227-251

  相似文献   

Understanding the relations between RAN letter subtest components and word reading in first-grade students     

Neuhaus GE  Swank PR 《Journal of learning disabilities》2002,35(2):158-174

First-grade students (N = 221) were individually tested on a battery of cognitive and achievement measures of verbal fluency, visual attention, phonological awareness, orthographic recognition, rapid automatized naming (RAN) of letters and objects, and reading. All tests were subjected to postacquisition scoring, and all RAN measures were segregated into measures of articulation time, pause time, and consistency of the pause time. Structural equation modeling demonstrated that word reading was directly and significantly predicted by RAN letter naming and general RAN cognitive processing time of objects. Moreover, RAN letter reading constructs were significantly and directly predicted by the latent variables of phonological awareness, orthographic recognition, and general RAN object articulation and cognitive processing times. RAN letter naming constructs were also significantly and indirectly predicted by visual attention. The reading model was found to be consistent with a total mediation of the relation of phonological awareness and reading through RAN letter naming and supported the validity of the RAN letter naming subtest as a basic letter reading test. These findings supported the double-deficit hypothesis for letter reading. We suggest that phonological memory is a basic factor underlying general RAN cognitive processing time of objects and domain-specific information associated with phonemes and their graphic representations.  相似文献   

Temperament Predicts Processing Speed in Low Socioeconomic Status Rural Preschoolers     

Maria Julia Hermida  Maria Soledad Segretin  Diego Edgar Shalom  Matías Lopez‐Rosenfeld  Marcelo Claudio Abril  Sebastin Javier Lipina  Mariano Sigman 《Mind, Brain, and Education》2020,14(1):61-70

Extreme poverty all over the world is concentrated in rural settings. However, studies about cognition in low socioeconomic status (SES) children are for the most part conducted in urban populations. This paper investigates, in a poor rural sample, what are the individual and socioenvironmental variables that make the difference in performance in a processing speed task. Forty four 5‐year‐old children were evaluated with a processing speed task; individual and socioenvironmental information was obtained from parents' interviews. Higher scores in the effortful control dimension of temperament were associated with higher performance in the processing speed task. No other individual or socioenvironmental variable predicted the performance. These results showed that effortful control is important in processing speed and suggest that in low SES rural contexts, low effortful control children would require stronger interventions.  相似文献   

OPINIONS OF COMMUNITY COLLEGE DEANS REGARDING PRINCIPLES OF CONTINUOUS QUALITY IMPROVEMENT     

Edgar I. Farmer  Howard S. Paris 《Community College Journal of Research & Practice》2013,37(5):399-408

The ways in which the Education Pilot Criteria for the Malcolm Baldrige National Quality Award were adapted for use in institutional self-assessment are summarized. Research results are based on self-reported perceptions of academic deans in the North Carolina Community College System regarding current and future applications of continuous quality improvement principles in the academic setting.  相似文献