How Communities Can Use Research to Hold School Systems Accountable     

Baum  Howell S. 《The Urban Review》2004,36(1):37-59

This article examines how community organizations can use research to identify community education interests and influence school systems to serve those interests. A case study of the Southeast Education Task Force in Baltimore, Maryland, analyzes the organization's efforts to develop a school facility plan and persuade the school system to adopt and implement it. The organization combined formal research on school facilities, political research on allies and decision-makers, and informal collection of local knowledge. It used this research to develop short-term and long-range facility and capital improvement plans. With the research, the organization persuaded the school system to repair school facilities and assisted the system in persuading State decision-makers to approve a new neighborhood school. The article identifies conditions under which community organizations are likely to conduct and use research, as well as conditions under which they may use research influentially with a school system. The case illustrates ways community organizations can use research to hold school systems accountable for responding to community agendas.  相似文献   

The Hungarian Education Act of 1985: a study in decentralisation     

D. A. Howell 《比较教育学》1988,24(1):125-136

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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   

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   

The Adult Student and Course Satisfaction: What Matters Most?     

George F. Howell  Jeffrey M. Buck 《Innovative Higher Education》2012,37(3):215-226

Student satisfaction with a course is important because it can contribute to student retention, and it can also be used as one way to assess faculty effectiveness. This investigative work suggests that course satisfaction among non-traditional, adult students seeking business degrees is positively influenced by giving attention to four specific service-based factors. Based on feedback from 1,725 such students and 214 instructors at five institutions of higher education, a service-based model of course satisfaction is proposed. This model focuses on four manageable variables that are observed as influencing adult students’ satisfaction with a business course: relevancy of subject-matter, faculty subject-matter competency, faculty classroom management, and student workload.  相似文献