The hypothesis testing knowledge blend     

Ted?RandlesEmail author  Christopher D?Blades  Adam?Fadlalla 《知识管理研究与实践》2008,6(4):339-349

The creation of several forms of knowledge that would enable organizations to ask and say the right things during complex diagnoses is proposed. Based on the concept of knowledge combustion, the hypothesis testing knowledge blend (HTKB) is the cognitive equivalent of petrol for the combustion engine. The HTKB requires the creation of a knowledge hybrid that uses existing technologies to ask and say the right things. In addition to timing mechanisms and problem space maps, two forms of declarative knowledge (directions and explanations) are integrated to create the HTKB. These directions and explanations would be obtained directly from the video recordings of diagnosticians conducting teleconsultations. By providing these profound dialogues during the conduct of complex diagnoses, the HTKB should increase the knowledge capital of organizations. Formal analyses are beginning to validate the conceptual structure (blue print) presented in this paper, and the results will be provided in the future.  相似文献   

Acquisition and Management of Digital Content at the Library of Congress     

Ted Westervelt 《期刊图书馆员》2015,68(1-4):269-273

The Library of Congress has been actively building digital content within its collection for some years now. This article addresses this digital collection building, covering both the technical means and the practical results. It discusses the underlying philosophies that are guiding the Library of Congress and identifies the areas in which the Library wishes to expand its operations along with the key questions it faces currently in meeting this goal. Finally, it seeks to share the lessons it has learned in the process.  相似文献   

Book Reviews     

Ted Goodhew  Professor R. F. Dearden    John Alcock  Caroline Lodge 《Pastoral Care in Education》2013,31(3):231-240

Ted Goodhew, T.R.I.S.T. Advisory Teacher, Berkshire County Council, ‘New Directions in Pastoral Care’, Edited by Peter Lang & Michael Marland, 1985 Blackwell —

Professor R. F. Dearden, University of Birmingham, Profiles and Records of Achievement, Patricia Broadfoot (ed) 1986 Holt, Rinehart and Winston £6.50 paperback

Pat Salder, Education for Capability, Ed Tyrrell Burgess N. F. E. K./Nelson 1986 £10.95

John Alcock, University of Warwick, Solo Monologues for Drama,John Goodwin and Bill Taylor 1985 Edward Arnold Ltd £2.15

Caroline Lodge, White Hart Lane School, London, Sharing,Beryl Heather FPA Education Unit 1984 52pp £3.50  相似文献   

An industrial communications training program     

Ted J. McLaughlin 《Communication Studies》2013,64(2):43-53

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Second order change: Impact of a college renewal program over time     

Joyce Povlacs Lunde  Daniel W. Wheeler  Ted E. Hartung  B. J. Wheeler 《Innovative Higher Education》1991,16(2):125-138

A structured faculty professional development program which deliberately seeks to bring about change can yield lasting benefits for both the individual and the institution. Ten individuals who entered a program for the professional renewal of faculty between 1983 and 1987 were interviewed to discover what impact the program had on their professional development and on their contributions to the institution. Their experiences exhibit external and internal changes, with individuals being able to reflect upon their gains, contributions, and future directions. A basic model for support needed to bring about lasting change includes the elements ofpower, vision, structure, andresources.Joyce P. Lunde received her Ph.D. in English from the University of Minnesota. She is an educational development specialist and associate professor of agricultural education at the University of Nebraska, Lincoln. She is currently co-director of New Partnerships in Agriculture and Education (NUPAGE), a curriculum project funded by the W.K. Kellogg Foundation.  相似文献   

A Feedback Procedure for Teacher Trainees Working with Parent Tutors of Reading     

Wilson Henderson  Ted Glynn 《教育心理学》1986,6(2):159-177

Abstract In this pilot study, four third‐year teacher trainees were trained to give feedback to parents who were tutoring their own children in reading using the Pause Prompt and Praise procedures. The trainees learnt to teach the procedures to the parents and then to give feedback by prompting parents to remember and explain their own tutoring behaviours. Baseline measures showed that when trainees were asked to help parents in any way they could to implement the procedures, they used very intrusive forms of prompts. Following training trainees used much less intrusive forms of prompts, giving parents more opportunity to remember and explain their own tutoring behaviours. It was argued that less intrusive forms of prompting when giving feedback may have been of more assistance to parents in learning the procedures than more intrusive forms of prompting, since parents may have learned to become more independent of trainee support. This, in turn, may have contributed to the substantial gains in children's reading levels which occurred.  相似文献   

Organizational responses to the labor market     

Ted I. K. Youn  Zelda F. Gamson 《Higher Education》1994,28(2):189-205

Shifts in the labor market require adaptive responses on the part of formal organizations. Such organizational responses are shown in changes in recruitment strategies. This study examines how departments in comprehensive colleges and universities formulate their faculty recruitment strategies and set standards for new faculty personnel. Comprehensive institutions are neither research universities nor liberal arts colleges. Even though most offer graduate degrees at the master's level in such areas as teacher training and business programs, they are predominantly devoted to undergraduate education. Lacking strong ties to distinctive beliefs and identities, these institutions have become increasingly vulnerable to environmental changes.Based on extensive fieldwork at four institutions, this paper focuses on twenty faculty searches conducted over a period of substantial changes in academic labor markets. Several common search episodes are identified.The general pattern of recruitment strategies is shaped by the rule of status competition in a prestige hierarchy: less prestigious organizations compete for institutional legitimacy by adopting the norms of more prestigious organizations. Search-related practices in these comprehensive institutions are, therefore, organized around the institutional rituals that conform to the standards of more prestigious research universities and elite liberal arts colleges. Search and recruitment practices often reflect a ritualized form of preoccupation with credentials, specialities, and procedures. Despite their initial emphasis on specific goals, those involved in the search were less concerned about search outcomes than about processes.  相似文献   

Prevalence,School Progress and Referral of Mildly Retarded Children in Regular Classes     

Tony Cooper  Keri Wilton  Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11

This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services.  相似文献   

In the Midst of Doubled Imaginaries: The Pacific Community as Diversity and as Difference   总被引：1，自引：0，他引：1  

Ted T. Aoki 《Interchange》1999,30(1):27-38

How shall we understand the signified "community" as in a Pacific Community? Conventional understanding of "community" privileges community understood as diversity, a collective of multiple identifiers of cultures and nations (as in multiculturalism or multinationalism). Postcolonialists, like Stuart Hall and Homi Bhabha, claim that such imaginary is inscribed in "democractic liberalism," suppressing, concealing, and containing the imaginary of "community as difference." In this article, the author calls upon readers to move boldly into the interspace midst these two imaginaries, and claims that though it is a site of ambiguity, ambivalence, and uncertainty, it may be a site of generative possibilities and hope for newness, a site of becoming in struggle.  相似文献   

Contexts for Independent Learning     

Ted Glynn 《教育心理学》1985,5(1):5-15

One major world view that dominates the field of developmental psychology is the organismic world view. This world view depicts individuals, including children, as active agents who know the world in terms of their own operations upon it. Individuals are seen as being in control of their own learning. This control is exercised by individuals initiating and maintaining their own learning opportunities within a responsive social context.

The responsive social context is increasingly seen by developmental psychologists (Bronfenbrenner, 1979; Wood, 1982) as of fundamental importance for the acquisition of intellectual skills. It is within responsive social contexts that individuals acquire not only specific skills but also generic knowledge about how to learn. It is this generic knowledge that allows individuals a measure of control over, and hence independence in, these social contexts.

Educational policy statements, school prospectuses and, more recently, the Core Curriculum, abound with aims and objectives to do with achieving individual autonomy and independence as a learner. Yet there is growing evidence that in many contemporary classrooms at primary, secondary and tertiary levels, we may be providing precisely the wrong contexts for students to become autonomous and independent learners. Too many classroom learning environments simply do not qualify as responsive social contexts. Individual learners have minimal control over learning interactions and hence are excessively dependent on external control by teachers.

Theoretical explanations for differences between unskilled and skilled performance are being sought increasingly in terms of characteristics of the specific contexts in which performance occurs and less in terms of qualitative differences in global capacities or in thinking processes between individuals (Wood, 1982). For example, differences in complexity of oral language between three‐year‐old children might be explained by differences in the amount and quality of language exchange with caregivers. They might also be explained by differences in caregiver skills in interpreting and responding to needs signalled by an individual child's use of language in a particular context. If we are genuinely concerned about aims of autonomy and independence in learning, then we need to discover and analyse those characteristics of responsive environments which support and promote independent learning. On the basis of existing research it is possible to specify four such characteristics of responsive learning contexts.

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