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This study examined how participation in open innovation communities influences the innovative and financial performance of firms commercializing open source software. Using an original dataset of open source companies in the Netherlands, I found that the community participation–performance relationship is curvilinear. In addition, results indicate that extensive technical participation in open source projects is more strongly related to performance for firms that also engage in social (“offline”) community activities, for companies of larger size, and for firms with high R&D intensities. Overall, this research refines our understanding of the boundary conditions under which engagement in community-based innovation yields private returns to commercial actors. 相似文献
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Talitha Stam 《Ethnography and Education》2017,12(3):259-270
Much research has already been done on the aspirations of young people in lower (vocational) education. As a result, we have learnt more about why students may have high or low aspirations, and to what end their aspirations may lead them. However, there are still some crucial elements missing from the existing academic framework around pupils’ aspirations, which deals with the realisation of pupils’ ambitions. Through the study of ethnographic cases of native Dutch white girls in a lower vocational school, voicing their aspirations, two new concepts will be introduced: reasons and resources. With these two additions, it is hoped that this article will contribute to the existing academic literature on pupils’ ambitions, and it also endeavours to provide useful input for school staff to help them deal with the complexity of the formation and realisation of pupils’ aspirations in vocational schools. 相似文献
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Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module 总被引:1,自引:0,他引:1
Talitha C. Visser Fer G. M. Coenders Cees Terlouw Jules M. Pieters 《Journal of Science Teacher Education》2010,21(6):623-642
Teachers involved in the implementation of a curriculum innovation can be prepared for this task through a professional development
program. In this paper, we describe essential characteristics (identified empirically and theoretically) for such a professional
development program that promotes the acquisition of competences by these teachers. The innovation deals with the introduction
of modules from a new multidisciplinary subject, in which elements from physics, chemistry, biology, mathematics, and physical
geography are integrated. A 3-step approach was used to identify the essential characteristics: (a) evidence from classroom
practice, (b) characteristics of the new subject, and (c) theoretical and empirical evidence from curriculum implementation
studies. Analysis of the data showed that 5 characteristics need particular attention in a professional development program. 相似文献
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Talitha Cooreman-Guittin 《Religious education (Chicago, Ill.)》2019,114(2):143-154
This article focuses on how the conversation on vulnerability between theologies of disability and religious education (RE) promotes encounter between pupils of different abilities. I argue that talking about the gift of vulnerability in RE can help pupils of different abilities perceive each other as full human beings. Indeed, RE can empower students regardless of their abilities, if it builds on their vulnerability to promote their ability to act. In order to achieve this I suggest a “capacitating” reading of biblical narratives in RE to counter able-bodied beliefs about normalcy and “perfection.” 相似文献
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AbstractCollections assessment in academic libraries has experienced a shift in recent years from project-based models to continuous models that aim improve the responsivity of library collections to campus needs. This article reports on how one university library used a library committee with representation from across library departments to develop a holistic, on-going Collection Management Cycle. This newly created process evaluates the entire library collection over a five-year period and aligns with library reporting requirements for university program review to minimize additional workload and improve the impact of external reporting activities. 相似文献
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Talitha Christine Visser Fer G. M. Coenders Jules M. Pieters Cees Terlouw 《Journal of Science Education and Technology》2013,22(6):807-824
Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers’ daily school practice (Hunzicker in Prof Dev Educ 37:177–179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done by a professional development programme where teachers are actively involved (Visser et al. 2010). This study evaluates the designed and implemented professional development programme with respect to its effectiveness in terms of degree of teacher learning and development. Effects are evaluated for five learning areas: Instructional strategies, differences in students’ prior knowledge, adjustments to the module, assessment methods and instruments, and field trips and guest lectures. Eleven teachers from four different schools participated in two professional development programmes, six teachers in the first professional development programme and five teachers in the programme for the subsequent module. Questionnaires and interviews were used to assess the effects in the different learning areas. The findings show that the professional development programme is a useful venture for teachers’ professional growth in different learning areas. 相似文献
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