A study of knowledge management enablers across countries

Knowledge has been long cited as a strategic asset and a source of competitive advantage for organizations. However, the creation of knowledge is a complex process that is influenced by several factors beyond the typical practice of knowledge management (KM). In this research, we assess the effects of leadership, Ba (shared context in motion), organizational culture, organizational control, and work style on KM defined in terms of the SECI process of socialization, externalization, combination, and internalization. On the basis of data gathered from a questionnaire survey of a Japanese pharmaceutical company and its subsidiaries in the United States, France, and China, we compare how the aforementioned organizational factors influence the processes of KM in these organizations. The results show that organizational factors affect KM practices differently in each of the targeted countries, and suggest that KM activities need to be tailored to the organizational idiosyncrasies of each local office, without betraying the global vision of the corporation.     

Further evidence of the effectiveness of phonological instruction with oral-deaf readers

The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983) was used with an oral-deaf child. Given these results, Syverud and Guardino were asked to replicate the procedures with additional struggling readers. A multiple case study design was implemented for a period of 10 weeks. Tests of nonsense words were administered to monitor weekly progress in phonological decoding. Intervention journals were completed for each tutoring session to provide qualitative information. Although the results were mixed, all 6 participants showed gains in phonological decoding skills. Suggestions for both practitioners and researchers are offered.     

Impact of a school consulting programme aimed at helping teachers integrate students with behavioural difficulties into secondary school: actors’ points of view

A collaborative school consulting programme model, using functional assessment and applied behavioural techniques, was offered to secondary school teachers in two modalities: individual consultation and small-group consultation. The objective was to facilitate the integration of students with behavioural difficulties into mainstream secondary school classes. Both consulting programme modalities shared the same postulates. This article presents the stakeholders’ perceptions of the consulting model and its impacts on teachers and students. Presented here are the results of semi-structured interviews conducted with teachers (N = 42), resource persons accompanying individuals or groups (N = 11) and school managers (N = 8) in the programme’s first year of implementation. According to qualitative analysis of the interviews, these two models seem to have had positive impacts on teachers, especially in relation to their perceptions of students with behavioural difficulties and their understanding of behavioural problems. However, the group model is the one that elicited the most adhesion in all groups of actors.     

Educational and Public Television

Natan Katzman, Program Decisions in Public Television (1976, 72 pp.)

Caroline Isber and Muriel Cantor, Report of the Task Force on Women in Public Broadcasting (1975, 141 pp. no price shown)

Advisory Council of National Organizations, Public Broadcasting and Education (1975, 114 pp., no price shown)

Bradley S. Greenberg, et al. An Ascertainment Handbook for Public Broadcasting Facilities (1975, 64 page loose-leaf notoboOk, no price shown)

Philip A. Rubin, A Report on the Minimum Equipment Needs and Costs to Upgrade the Facilities of the Public Television Stations (1975, 40 pp., $1.00, paper)

Annual Report 1975 (1976, 43 pp., free on request)

Print Handicappeda Handbook for Local Use (1975, loose-leaf notebook of some 200 plus pages)

E. Edward Cavert (ed.) Designing Diversity 1 75: Second National Conference on Open Learning and Nontraditional Study--Conference Proceedings (University of Mid-America, Lincoln, Neb. 82006---$7.50, paper)

Phillip J. Sleeman and D.M. Rockwell's Instructional Media and Technology (New York: Halstead Press/John Wiley, 1976---$30.00)     

Music and the Music Business

Sidney Shemel and M. William Krasilovsky's This Business of Music (New York: Billboard Publications, 1977— $16.95)

Marianne Lindvall's ABBA: The Ultimate Pop Group (New York: A&W Publishers, 1977—$6.95, paper)

Caroline Coon's 1988: The New Wave Punk Rock Explosion (New York: Hawthorn Books, 1978—$4.95, paper)

Mark C. Gridley's Jazz Styles (Englewood Cliffs, N.J.: Prentice-Hall, 1978—price not given, paper)

Raoul Abdul's Blacks in Classical Music (New York: Dodd, Mead, 1977—$8.95)

David Horn's The Literature of American Music in Books and Folk Music Collections: A Fully Annotated Bibliography (Metuchen, N.J.: Scarecrow Press, 1977—$20.00)

Arthur Jacobs' British Music Yearbook: 1977-78 (New York and London: Bowker, 1977— $27.50)

The Book of Music (London: Macdonald Educational Ltd., 1977—E8.50 or about $17.00)     

‘I can't read it; I don't know’: young children's participation in the pedagogical documentation of English early childhood education and care settings

This article discusses the findings about pedagogical documentation which were drawn from a study which the author co-directed in a range of English early childhood education and care settings and which focused on children's views of the early years curriculum. The article poses questions provoked by the study and uses the work of Rinaldi and Carr to interrogate the English context for documenting early learning. The article analyses documentation in theoretical terms such as deciding, decentralising, disciplining, didactic and dialogue and also considers accounts by practitioners and researchers of practical strategies. The argument is illustrated with a selection of the data from the original study by Garrick et al. and contends that the purpose of pedagogical documentation should be to enable adult and child communicative cooperation, rather than to provide statements about children's progress which feed into the ‘discourses of quality in early childhood’.     

Nomads and Education For All: Education for development or domestication?

Migrants, and particularly nomads, are among the most marginalised social groups, and are widely excluded from educational provision, despite pledges of Education For All. The phenomenon of movement itself presents many challenges for both providers, and would-be users, of educational services. Around the world, the provision of education for nomads has reflected and been instrumental to particular stances on pastoral development. The links between education and development are explored specifically in the case of a transhumant pastoral group in Western India. The article reveals Education For All as an ideological notion, reflecting values that contradict those of nomadic groups, and argues that the value positions underlying this notion need to be articulated and further contextualised if it is not simply to reflect existing, and exclusive, hegemonies.