Forms of knowledge and modes of innovation

This paper contrasts two modes of innovation. One, the Science, Technology and Innovation (STI) mode, is based on the production and use of codified scientific and technical knowledge. The other, the Doing, Using and Interacting (DUI) mode, relies on informal processes of learning and experience-based know-how. Drawing on the results of the 2001 Danish DISKO Survey, latent class analysis is used to identify groups of firms that practice the two modes with different intensities. Logit regression analysis is used to show that firms combining the two modes are more likely to innovate new products or services than those relying primarily on one mode or the other. The paper concludes by considering the implications for benchmarking innovation systems and for innovation policy.     

The Relationship Between “Teen Mom” Reality Programming and Teenagers' Beliefs About Teen Parenthood

A survey was conducted with U.S. high school students (M = 16.57 years of age) from the Midwest to examine whether exposure to “teen mom” reality programming (e.g., 16 and Pregnant, Teen Mom) was related to teens' perceptions of teen parenthood. Contrary to our hypotheses, analyses revealed that exposure to teen mom reality programming was related to an increased tendency to believe that teen mothers have an enviable quality of life, a high income, and involved fathers. Teens who perceived reality television as realistic were most likely to hold these perceptions. The findings are discussed in terms of cultivation theory.     

Placement supervision of pedagogue students in Denmark: the role of university colleges and early childhood centres

The article examines Danish pedagogue students’ supervision during their placement periods in early childhood settings. Throughout the long history of Danish pedagogue education, discourses relating to the placement element have been located either within a ‘work’ paradigm or a ‘scholastic’ paradigm. These two understandings of the function of placements are analysed and related to the current aim of integrating them. The supervisory roles of both the university college and the early childhood centre are critically examined, with a specific focus on the mentoring role of pedagogues in the centres. Many attend short-term courses, and some enrol for a diploma course. Challenges for the future include the need for more investment and engagement from local authorities, centre directors and university colleges.     

Effects of 8 Weeks with Embodied Learning on 5–6-Year-Old Danish Children’s Pre-reading Skills and Word Reading Skills: the PLAYMORE Project,DK

Educational Psychology Review - The aim of this study was to investigate the effects of embodied learning on children’s pre-reading and word reading skills. We conducted a three-armed...     

Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.

     

Rhetorical counteraction in Kenneth Burke's A Rhetoric of Motives and The War of Words

However esoteric Kenneth Burke's A Rhetoric of Motives seems at first glance, it remains highly relevant to our contemporary moment. As a philosophy of rhetoric that centers on the nature of human conflict, it helps audiences interpret the vicissitudes of political warfare with greater precision and insight. The value of A Rhetoric of Motives becomes even more apparent in light of its recently discovered second volume, The War of Words. Together, these two volumes offer a novel method of rhetorical counteraction that helps specialist and non-specialist audiences redress the threat of nationalistic war. Burke's approach to rhetorical counteraction is distinguished by the study of rhetorical devices across history. By approaching these devices systematically, Burke believed he could help his audience reframe their attitude toward evolving political events. The purpose of this article is to present a thorough account of Burke's method so that it can enrich how we teach and engage in public deliberation today.