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201.
Purpose
Having been rated the world's leader in e-Government Readiness in 2002, 2004, and 2005, Taiwan sought to capitalize on its experience in e-Government implementation by launching, in 2007, a new Government-to-Citizen service entitled “e-Housekeeper”. The success of this service has since then become an important focus for practitioners.Methodology
The reported research utilizes a psychological approach that is different from the classical models that dominate the existing literature, by examining how citizens’ adaptive–innovative cognitive styles and involvement jointly influence their loyalty intentions towards e-Housekeeper. The style/involvement model is tested by means of information from a sample of 206 Taiwan citizens.Findings
While innovators initiated e-Housekeeper significantly earlier than others, their usage did not last for long. In contrast, more-involved citizens have shown higher loyalty intentions. More specifically, a combination of decision-making style and involvement significantly influences both when citizens try the service and whether they continue to use it: more-involved adaptors reported the strongest loyalty intentions.Originality/value
Practical implications of the findings for the style/involvement model are suggested in the context of enhancing the strategic performance of e-Government services. The value of the style/involvement model is enhanced as a social scientific approach to the analysis of consumer innovation. 相似文献202.
Janice Taylor Gordon 《Journal of The Franklin Institute》2010,347(4):708-718
Nottebohm is noted for his demonstration of Central Neurogenesis in Adult Avians, with Concomitant Implications for the Theory of Memory and for the Future of Neurological Repair in Injury and Disease. 相似文献
203.
为在普通教育和职业教育问建立创新性的关系,欧盟采取了包括从课程开发到教育体系改革等多种方法.作为西方工业界的一部分,欧洲国家在提升职业教育与培训的吸引力和质量方面面临一些相似的挑战. 相似文献
204.
This investigation examined the effectiveness of reflection methods derived from Sternberg's theory of practical intelligence [Sternberg, R.J., and Hedlund, J. (2002). Practical intelligence, g, and work psychology. Human Performance 15(1/2), 143–160.; Sternberg, R.J., Forsythe, G.B., Hedlund, J., Horvath, H.A., Wagner, R.K., Williams, W.M., et al. (2000). Practical intelligence in everyday life. New York: Cambridge University Press. 2000] on the acquisition of experience-based, tacit knowledge. Two related experimental studies were conducted to test the effect of brief tacit-knowledge reflection training on practical problem solving. Reflection methods were developed based on Sternberg's conceptualized condition–action structure of tacit knowledge. In the first study, 101 U.S. Army officers participated in a reflection intervention or practice control. Results showed an effect of reflection condition on post-test tacit-knowledge scores (F [3, 91] = 3.74, p = .01, 2 = .03). In the second study, 235 college students participated in a reflection intervention or an academic-type reflection control. Results showed that the reflection condition approached significance on post-test scores (F [1, 233] = 3.47, p = .06, p = .06, 2 = .01). The investigation suggests this line of inquiry warrants continued study. 相似文献
205.
Tertiary Education and Management - A framework is described to assist institutions in evaluating the extent to which activities described as “quality improvements” or “quality... 相似文献
206.
Janet Lees Joy Stackhouse Gordon Grant 《Journal of Research in Special Educational Needs》2009,9(2):91-99
Part of a multimethod ethnographic study that aimed to explore the knowledge of local parents concerning children learning to talk is described. The study was carried out with parents from several different ethnic and language groups in a socially disadvantaged part of Sheffield, a large city in the northeast of England.
In the phase of the study reported here, parents (either English, Urdu/Punjabi and Arabic speakers) took part in interviews, as well as contributing to the validation of the project. This study found that parents from diverse cultural and linguistic backgrounds living in this socially disadvantaged area, believed learning to talk to be very important and that family, community, including faith community, and professionals, have roles in promoting learning to talk. They indicated that local community groups, including faith communities, could play a positive role in supporting and developing their knowledge.
This paper will be of interest to those seeking innovative ways to support parents in socially excluded communities, particularly parents of children learning to talk, and so contribute to better outcomes for children, families and communities. It also contributes to our understanding of the development of parental knowledge about learning to talk in socially disadvantaged communities. 相似文献
In the phase of the study reported here, parents (either English, Urdu/Punjabi and Arabic speakers) took part in interviews, as well as contributing to the validation of the project. This study found that parents from diverse cultural and linguistic backgrounds living in this socially disadvantaged area, believed learning to talk to be very important and that family, community, including faith community, and professionals, have roles in promoting learning to talk. They indicated that local community groups, including faith communities, could play a positive role in supporting and developing their knowledge.
This paper will be of interest to those seeking innovative ways to support parents in socially excluded communities, particularly parents of children learning to talk, and so contribute to better outcomes for children, families and communities. It also contributes to our understanding of the development of parental knowledge about learning to talk in socially disadvantaged communities. 相似文献
207.
Dorothy Cynthia Nampota 《美中教育评论》2009,6(8):30-37
Due to the increasing number of children and youth dropping out of school, the Malawi government came up with a strategy to address their learning needs through non-formal means in its EFA plan. This resulted in the introduction of a three-year cycle pilot programme known as Complementary Basic Education (CBE). Funded by GTZ, a German funding agency, the CBE programme has since entered its second year of implementation. This paper reports an evaluation study of the CBE programme so far, with a view of highlighting some of the challenges affecting its implementation. Using a qualitative methodology, the study found that the programme is in many respects, potentially beneficial to various groups of stakeholders including learners, their parents and the community in general. However, the study finds that the major setback in achieving this potential lies in the differences in perception of what should count as curriculum for the CBE programme between providers and beneficiaries. There is a mismatch between "needs" as perceived by learners and community members on the one hand, and "needs" as perceived by the providers on the other hand. The paper discusses some of the issues that the providers need to respond to if CBE implementation is going to be beneficial to the livelihood needs of the learners and the immediate community. 相似文献
208.
Pippa Craig Jill Gordon Rufus Clarke Wendy Oldmeadow 《Assessment & Evaluation in Higher Education》2009,34(5):537-551
This study aimed to provide evidence to guide decisions on the type and timing of assessments in a graduate medical programme, by identifying whether students from particular degree backgrounds face greater difficulty in satisfying the current assessment requirements. We examined the performance rank of students in three types of assessments and also calculated the relative risk of failure in the summative assessments for four cohorts over all four years of a four‐year graduate medical programme. Our findings suggest that early summative assessment may disadvantage the very students who create the diversity that the faculty values, particularly if methods such as Single Best Answer questions are used, unless students are provided with additional support in bridging their knowledge gap. Use of assessment methods such as Modified Essay Questions and Objective Structured Clinical Examinations appears to be more justifiable on educational grounds. 相似文献
209.
Parents are generally less involved in their children’s science education (as compared to reading and mathematics) due to
low self-efficacy and a lack of home-school communication. This study examined parental interest and attitudes in science
as well as the nature of parent-to-child questioning during an interactive home, school, and community collaboration in the
southeastern United States. Study results, compiled from observations, exit surveys, and interviews revealed largely positive
family interactions and attitudes about science learning and increased parental interest toward involvement in elementary
science. Parents frequently used productive questioning techniques during activities. These results imply that successful
home, school, and community partnerships may elevate levels of parental participation in their children’s science education
and the parents’ perception of themselves as being competent in assisting in science. 相似文献
210.
Cynthia B. Powell Kim L. Pamplin Robert E. Blake Diana S. Mason 《Journal of Science Education and Technology》2010,19(2):126-132
Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry
tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY,
1997) as a part of the inservice training. Self-reported demographic data were used to identify factors in preparation and practice
that affected pretest and posttest scores. Data from the pretests and posttests indicate that nomenclature and problems requiring
calculations were the most challenging topics for the cohort. The participants who correctly completed 90% of the questions
in the tutoring modules showed significant improvement in content mastery. 相似文献