The research core of the knowledge management literature

A bibliometric analysis and a content analysis were conducted to explore the nature of the knowledge management literature. For the bibliometric analysis, three levels of Bradford analysis were used to examine the shape of the knowledge management literature based on 21,596 references from 2771 source publications. Each of the three analyses conformed to the typical curve of the Bradford distribution. For the content analysis, the texts of 630 knowledge management articles were analyzed to address the question of what research methodologies are used in the knowledge management literature. It was found that 27.8 percent of knowledge management-related articles in knowledge management journals used no identifiable research method. Of the remaining 455 refereed articles, 60 percent employed mainstream social sciences research methodologies. The remaining 40 percent of the articles using an identifiable methodology were characterized by the use of “provisional methods” that appeared to substitute for more formally defined or scientifically based research methodologies.     

The construction and validation of the test of graphing in science (togs)

The objective of this project was to develop a multiple choice test of graphing skills appropriate for science students from grades seven through twelve. Skills associated with the construction and interpretation of line graphs were delineated, and nine objectives encompassing these skills were developed. Twenty-six items were then constructed to measure these objectives. To establish content validity, items and objectives were submitted to a panel of reviewers. The experts agreed over 94% of the time on assignment of items to objectives and 98% on the scoring of items. TOGS was first administered to 119 7th, 9th, and 11th graders. The reliability (KR-20) was 0.81. Poorly functioning items were rewritten based on the item difficulty and discrimination data. The revised version of the test was given to 377 7th through 12th grade students. Total scores ranged from 2 to 26 correct (X = 13.3, S.D. = 5.3). The reliability (KR-20) was 0.83 for all subjects and ranged from 0.71 for eighth graders to 0.88 for ninth graders. Point biserial correlations showed 24 of the 26 items above 0.30 with an average value of 0.43. It was concluded from this and other data that TOGS was a valid and reliable instrument for measuring graphing abilities.     

What Are the Chances?

A lottery coincidence provides the background for discussing the assessment of probabilities and the definition of events.     

Adult and community education in complex societies: reconsidering critical perspectives

In this contribution, I explore how critical pedagogical perspectives can inspire adult and community education practices. The central argument is that today, in contrast with the heydays of emancipatory practices and theories, the classical critical approaches need reconsideration. The paper explores how these approaches sometimes have a stultifying effect on the participants in practice. In line with the French philosopher Rancière, a perspective is explored that departs from emancipated participants rather than from participants in need of emancipation. The theoretical investigation is inspired by reflections on art practices that struggle with similar questions on emancipation as the field of adult and community education.     

Using interviewing as a teacher education technique

The interviewing process provides a unique method for determining what children know, and it is an innovative addition to a science methods course. Evidence for the effectiveness of the model is found in the comments of teachers. Their comments indicate that through the experience they have learned to value the process and recognize the importance of many of the topics included in the science methods course. Finally, most of the teachers reported their intentions to use the interviewing process in their classrooms. It appears,therefore, that interviewing can be a valuable part of a science methods course. It is likely that the interviewing process would also be useful if incorporated into other professional growth opportunities such as inservice programs and professional conferences.     

Examining the practice of a reading-to-speak test task: anxiety and experience of EFL students

In the literature, little research has hitherto been conducted to examine the implementation of integrated speaking test tasks. This study, in response, set out to compare the anxiety induced by a reading-to-speak task and the anxiety produced by a speaking-only task and to explore students’ experiences of taking the reading-to-speak task. Forty-seven Taiwanese EFL learners completed a reading-to-speak task and a speaking-only task, filled out a state anxiety inventory twice, and responded to an open-ended questionnaire. The paired t-test revealed that the reading-to-speak task produced a statistically comparable degree of anxiety as the speaking-only task, possibly owing to the additional anxiety inflicted by its reading component. The qualitative analysis disclosed that students preferred the reading-to-speak task to the speaking-only task, even though it provoked additional anxiety, featured additional challenges, and entailed different response strategies. In light of these findings, implications are proposed for oral assessment research and EFL oral assessment practices.