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31.
Collaborative research for sustainable learning: the case of developing innovation capabilities at Volvo Cars 总被引:1,自引:1,他引:0
Sofia Börjesson 《Action Learning: Research and Practice》2011,8(3):187-209
This paper aims to make a contribution to the stream of literature on action research by describing a longitudinal collaborative research project which evolved out of a long-term, participation partnership with Volvo Cars. The collaboration was aimed at developing innovation capabilities in the company and accumulating knowledge on how capabilities are developed. The paper provides insights into the design of collaborative research projects to enable mutual, sustainable learning. It draws on key notions in the literature on collaborative management research and action learning, highlighting the research design of the project at Volvo Cars and its relations to action learning. The paper describes how the research design opened the way to establishing a learning system at Volvo Cars while simultaneously generating new scientific knowledge within the area of innovation capabilities. The paper provides rich and detailed data on a collaborative research setting and highlights key aspects related to organizing and undertaking collaborative research. 相似文献
32.
This article identifies recent, mainly Nordic, research approaches to visual arts education. A concept map was developed as a heuristic tool in order to highlight salient traits and blind spots. Contemporary research typically has its origin either in education or in the art world, with an emphasis either on art as language or on art as text. These two dimensions were used to organise the studies and to select representative exemplars in different domains. The framework helped to chart the knowledge base of, and research approaches to, visual arts education. However, the result of blending subject matter and pedagogy tended to be a ‘mixture’ of viewpoints rather than emerging domains of subject‐specific pedagogical knowledge (Lee Shulman: an ‘amalgam’). 相似文献
33.
Björn Wittrock 《Higher Education》1984,13(2):121-138
The Leverhulme programme of study into the future of higher education is an impressive analytical effort carried through with expediency and allowing for wide participation. However, the programme is not only an ambitious exercise in policy analysis and unorthodox planning. It also involves processes of bargaining and policy advocacy. But the demands of these different roles have not been openly examined. Thus the programme has unnecessarily rendered itself open to criticism. In particular, many of the recommendations echo a consistent plea for new institutional arrangements for central co-ordination and top-down management and control. These recommendations, however, have received little or no underpinning and are actually at odds with some of the most qualified studies of the Leverhulme programme itself. Furthermore, the programme has tended to neglect two of the most urgent tasks of policy analysis, namely to outline a range of available options - rather than to produce a broad consensus view - and to clearly spell out major value tradeoffs involved - rather than to assure that there are no significant drawbacks attached to the options being advocated.Prepared when the author was a Visiting Scholar of the Comparative Higher Education Research Group, University of California, Los Angeles. The author is indebted to the Director of the Group, Professor Burton Clark, for incisive comments on some of the issues raised by the Leverhulme Programme and to Dr. Gary Rhoades of the same Group for helpful comments on a previous draft of the article. 相似文献
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Jérôme Leriche Jean-François Desbiens Chantal Amade-Escot Richard Tinning 《Quest (Human Kinetics)》2016,68(4):497-520
ABSTRACTA large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students’ joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented. 相似文献
36.
Kevin Manunure Alice Delserieys Jérémy Castéra 《Research in Science & Technological Education》2020,38(3):289-307
ABSTRACT
Background
Information Communication Technologies are increasingly present in the African educational system at all educational levels. However, their integration into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception. 相似文献37.
38.
Ninni Wahlström 《课程研究杂志》2018,50(5):654-668
ABSTRACTThe purpose of this article is to explore how education policy that is both enabled and constrained by transnational policy flows and national policy built up by social, cultural and historical traditions are enacted through curriculum at the classroom level. The focus is on how policy rationality embedded in the structure and content of curriculum is transformed into certain rationalities in classroom teaching. By understanding lessons as ‘curriculum events’, the study reveals a dominant classroom discourse of recitation and similar triadic communication patterns, which is in accordance with other classroom studies. However, in the article it is argued that the version of teaching that emerges in this study, interpreted in a broader context of an international standards movement, can be understood in terms of directed exploration based on the teacher’s role as an explorer of what the students know, think and understand in relation to the acquisition of knowledge prescribed in the curriculum’s knowledge requirements. Even though the form of recitation is well known, the reason for choosing this teaching repertoire is somewhat new and can be related to the teacher authoring a basic oral text in accordance with assessment standards. 相似文献
39.
This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been offered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary-crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article specifically investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors influencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the influence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers. 相似文献
40.