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Joel West 《Research Policy》2003,32(7):1259-1285
Computer platforms provide an integrated architecture of hardware and software standards as a basis for developing complementary assets. The most successful platforms were owned by proprietary sponsors that controlled platform evolution and appropriated associated rewards.Responding to the Internet and open source systems, three traditional vendors of proprietary platforms experimented with hybrid strategies which attempted to combine the advantages of open source software while retaining control and differentiation. Such hybrid standards strategies reflect the competing imperatives for adoption and appropriability, and suggest the conditions under which such strategies may be preferable to either the purely open or purely proprietary alternatives. 相似文献
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Joel Windle 《The Australian Educational Researcher》2011,38(3):311-327
This paper explores some of the processes through which an educational policy agenda can be generated in the media sphere. It casts light on the roles of journalists and various types of expert in these processes as they pertain to critical literacy. I argue for the usefulness of cross-field performance as a concept which helps to illuminate the special place of individuals who position themselves across journalistic, academic and political fields. The analysis is supported by examination of patterns in newspaper reporting and academic publication, which suggests that contestation of critical literacy serves as a staging device for a team of policy entrepreneurs, whose performances work to discredit and exclude other players. 相似文献
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Despite the impact of genetics on daily life, biology undergraduates understand some key genetics concepts poorly. One concept requiring attention is dominance, which many students understand as a fixed property of an allele or trait and regularly conflate with frequency in a population or selective advantage. We present the Dominance Concept Inventory (DCI), an instrument to gather data on selected alternative conceptions about dominance. During development of the 16-item test, we used expert surveys (n = 12), student interviews (n = 42), and field tests (n = 1763) from introductory and advanced biology undergraduates at public and private, majority- and minority-serving, 2- and 4-yr institutions in the United States. In the final field test across all subject populations (n = 709), item difficulty ranged from 0.08 to 0.84 (0.51 ± 0.049 SEM), while item discrimination ranged from 0.11 to 0.82 (0.50 ± 0.048 SEM). Internal reliability (Cronbach''s alpha) was 0.77, while test–retest reliability values were 0.74 (product moment correlation) and 0.77 (intraclass correlation). The prevalence of alternative conceptions in the field tests shows that introductory and advanced students retain confusion about dominance after instruction. All measures support the DCI as a useful instrument for measuring undergraduate biology student understanding and alternative conceptions about dominance. 相似文献
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Journeys to a sustainable future have become important to industry, government and research. In this paper, we examine evolutionary, relational and durational perspectives on sustainability journeys. Each perspective emphasizes different facets of sustainability - shifts in selection environments, reconfigurations of emergent networks, and intertemporal comparisons and contrasts. Drawing on our analysis, we discuss implications for sustainability policy, strategy and research. 相似文献
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Cheryl Graczewski Joel Knudson Deborah J. Holtzman 《Journal of Education for Students Placed at Risk》2013,18(1):72-96
Literature on school reform has emphasized the need for principals to expand beyond their traditionally administrative role and become instructional leaders. This article examines the relationship between the practice of site-based instructional leadership and the professional development that teachers received in the context of a district-wide reform effort in San Diego City Schools. Using data from teacher surveys and school-based interviews, we find a connection between aspects of principal instructional leadership (coherent school-wide vision and leaders' engagement in instructional improvement) and selected research-based characteristics of effective teacher professional development (coherence and focus on content and curriculum). We conclude by addressing some of the tensions and limitations associated with a particular vision for site-based instructional leadership. 相似文献