A framework for scientific knowledge generation

This paper investigates the notional development of various approaches claiming to add value in knowledge generation during the 20th century, with the aim to identify what it is that enhances productiveness in knowledge generation. Observing that knowledge generation is a complex phenomenon, an approach is used for the investigation that was developed specifically to study un-deterministic complex systems. A list of salient features for scientific knowledge generation is presented as a result. In addition to these features, various problem types are identified from literature. These two are then integrated to provide a proposed framework for scientific knowledge generation, which is trans-disciplinary and useful for scientific problem-solving in a pluralist reality. A case study illustrates the implementation of this framework.     

Don’t @ me: rethinking digital civility online and in school

ABSTRACT

Online platforms enable free-form, spontaneous, unbridled political expression, blurring the public and private, the written and spoken, and the norms of formal and casual speech. Consequently, they pose new opportunities and challenges to civic interactions, necessitating a reconfiguration of the norms informing civic exchanges. In this paper, we introduce a relational account of civility attuned to emerging modes of civic interactions online, one which goes beyond prescribing specific modes of speech and conduct. We suggest three characteristics of civility in digital contexts: commitment to ongoing and just dialogue, seeking a diverse audience with a shared goal, and horizontal accountability. We then make the case for schools’ vital role in cultivating digital civility. Rather than introducing new curricular content, we argue for reframing existing school engagement with online communication to support the development of digital civility, in light of the shifting forms of participation that typify youth civic engagement today.     

Development and evaluation of a short RIASEC interest inventory

International Journal for Educational and Vocational Guidance - This study set out to develop a short interest inventory based on Holland’s model of vocational personality types using items...     

Reviews

Taverner, D. T. (1980) Developing a Reading Programme. Downing, John (1979) Reading and Reasoning Pollock, Joy, (1980) Signposts of Spelling     

Experimental Effects of Student Evaluations Coupled with Collaborative Consultation on College Professors’ Instructional Skills

This experimental study concerned the effects of repeated students’ evaluations of teaching coupled with collaborative consultation on professors’ instructional skills. Twenty-five psychology professors from a Dutch university were randomly assigned to either a control group or an experimental group. During their course, students evaluated them four times immediately after a lecture (class meeting in which lecturing was the teaching format) by completing the Instructional Skills Questionnaire (ISQ). Within 2 or 3 days after each rated lecture, the professors in the experimental group were informed of the ISQ-results and received consultation. Each consultation, three in total, resulted in a plan to improve their teaching for the next lectures. Controls received neither their ISQ-results nor consultation during their course. Multilevel regression analyses showed significant differences in ISQ-ratings in the experimental group compared to the control group, specifically on the instructional dimensions Explication, Comprehension and Activation. In addition, the impact of each of the three consultations plus differences between targeted versus non targeted dimensions were analyzed. This study complements recent non-experimental research on a collaborative consultation approach with experimental results in order to provide evidence-based guidelines for faculty development practices.     

Grounding participatory action research in rural Colombia: a demonstration study on youth financial inclusion

ABSTRACT

Since the new millennium, the issue of financial inclusion of young people has increasingly gained recognition, especially in relation to those living in deprived circumstances. Financial inclusion can be promoted through education that specifically aims for the strengthening of young persons’ financial capabilities. In 2013, a participatory action research project was started in a rural region of Colombia to improve the research capacity of a local university through the development and implementation of a demonstration project on the financial inclusion of young people. University teachers, students and employees of a financial cooperative were trained in conducting qualitative methods with a specific aim of being responsive to the life stories of their interviewees. This paper shares the experiences from an international team of educational scholars who aim for the democratisation of research capacity and the dissemination of localised knowledge. This is done by working closely together with stakeholders and ultimately giving a voice to youth employed in the informal economy as they are usually the ones being most deprived from access to financial services.     

Innovation speed: Transferring university technology to market

This study extends innovation speed theory by empirically linking the antecedents and outcomes of technology commercialization at universities. Assessing university technology transfer offices (UTTOs) in the U.S., we found that the faster UTTOs can commercialize patent-protected technologies, the greater their licensing revenues streams and the more new ventures they spin off. Furthermore, using commercialization time as a surrogate for innovation speed, we identify several determinants of speed. That is, UTTO resources and the competency in identifying licensees are related to commercialization time. Also, the participation of faculty-inventors in the licensing process is a critical determinant of commercialization time. Illustrating that innovation speed is an antecedent of performance as well as a desired outcome in and of itself, provides support for innovation speed theory.     

Counselor educators using self as instrument in antiracist teaching

In this autoethnography inquiry, seven counselor educators from diverse intersectionalities discuss how they leverage their selfhood to promote antiracist counselor education. Based on two cycles of pattern coding, the authors identified themes of perceiving, experiencing, creating, and facilitating. Implications for future research and practice are offered.