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Hirumi,Atsusi ed (2013) Online and hybrid learning design fundamentals iste (Washington & Eurospan,London) isbn 978‐1‐56484‐335‐7 200 pp £31.50 http://www.iste.org/resources/product?id=2800 
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This study aims to examine the relationships between managerial learning as a facet of knowledge absorption (KA), firm innovation as a facet of knowledge exploitation (KE), and performance of small firms (i.e., firms with fewer than 50 employees). It builds on the knowledge-based view of the firm and the upper echelons theory to describe the effects of KA on KE, and that of KE on firm performance, in the small-firm context. Using survey data of 1441 small firms in New Zealand, the study applies a partial least squares approach to structural equation modelling to test the main hypotheses of the study. The main findings show the positive and significant effects of three types of managerial learning, namely, practice-based, proximal, and distal learning, on innovation and on innovation in firm performance. However, the curvilinear relationships suggest rather that the effects are finite and, potentially, confounded by factors unaccounted for in the models. 相似文献
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Pinto Giuliana Bigozzi Lucia Vezzani Claudio Tarchi Christian 《European Journal of Psychology of Education - EJPE》2017,32(4):571-587
European Journal of Psychology of Education - This study explores the predictivity of an emergent literacy model on the acquisition of reading in primary school in a language with a transparent... 相似文献
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Giuliana Pinto Lucia Bigozzi Beatrice Accorti Gamannossi Claudio Vezzani 《European Journal of Psychology of Education - EJPE》2009,24(1):61-78
The aim of the present study is twofold: (1) contribute to identifying a model for the variables that compose the emergent
literacy construct and their relationships; (2) assess the predictive power of the emergent literacy model on early writing
abilities in a transparent orthography language.
We examined emergent literacy skills in 464 children (mean age 5.5, range: 48–6.1) who were followed longitudinally until
entering the 1st grade in primary school. Exploratory and Confirmatory factor analyses were used to address questions on the
nature of emergent literacy skills and their possible relationships. Regression analyses were implemented to evaluate the
predictive capability of an emergent literacy model on word writing competences. The factor analyses showed three factorial
dimensions (phonological, conceptual knowledge on writing system and textual) and their relationship. The regressions showed
a significant prediction of conceptual knowledge on writing system and of phonological abilities on early writing abilities. 相似文献