OECD划分高技术产业、测度ICT和生物技术产业的方法

本文介绍了由OECD开发的虽各不相同、却密切相关的三个领域的科技测度方法,这些问题也是中国近年来一直非常感兴趣的。     

Humor in middle management: women negotiating the paradoxes of organizational life

Women in middle management continue to face multiple paradoxes arising from their structural and gendered locations that add to the uncertainty of negotiating organizational life. Investigating the lived experiences of women middle managers can illuminate the constraints and paradoxes endemic to organizing, for such experiences foreground tensions at the intersection of structure, identity, agency, and power. Specifically, this contextual investigation of conversational humor explores links between organizational status, gender, and paradox. In so doing, it demonstrates how women can use humor to negotiate managerial identities and to navigate organizational life. This study uncovers nuanced and important communication tactics of middle management women. This study also reveals the value of investigating the complex convergence of humor, gender, and organizational communication theory.     

Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers

This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement.     

Game interruptions in elite soccer

Abstract

The objectives of the study were to analyse game interruptions of league soccer in detail and the tactical use of game interruptions. Sixteen matches of a German first league soccer team were observed. An observational system was designed to assess interruption types, score, duration of interruption, location of interruption, time of interruption and number of occurrences. Results showed that there is an average of 108 interruptions per match. Throw-ins (40) and free kicks (33) were most frequent. Goal kicks (17), corner kicks (10), substitutions (4), and kick offs (3) occurred less often. Drop balls, penalties, and injuries occurred least often. For 38% of the total match time observed, matches were halted. The mean duration of running and interrupted match parts were 32.1 s and 18.7 s, respectively. The analysis showed significant differences concerning the influence of the location of interruption, score, and time of interruption on the duration of different interruption types (P < 0.05). The results of the study showed the tactical use of game interruptions during league soccer matches, e.g. goal kicks of the leading team take longer towards the end of the match. Examining game interruptions has turned out to be a valuable source of information adding to our knowledge of soccer. We have shown evidence that the durations of many interruptions serve tactical purposes, a well-known hypothesis in practice.     

Support and Challenge in Learning to Teach: the role of the mentor

The increased emphasis on school‐based programmes as part of initial teacher education has resulted in renewed efforts to forge more effective partnerships between higher education institutions and schools. The University of Bath has established a mentor development programme to ensure that subject mentors have an opportunity to examine ways to engage novice teachers in critical reflection about their practice while providing the support and challenge necessary to help them develop as teachers. This study is based on experienced mentors’ and their perspective on their work with novice teachers and it is a follow‐up to earlier research based on Daloz’ model (1986, Effective Teaching and Mentoring, San Francisco, Jossey Bass) of support and challenge. It examines an emerging mentoring pedagogy through which experienced mentors attempt to engage novice teachers in shaping their own vision of teaching. Three mentor profiles are discussed—the laissez‐faire, the collaborative and the imperial mentor.     

The Motivations of Book Publishers in Germany and Australia: An Empirical Comparison

Our study compares the motivations of Australian and German book publishers. The results demonstrate remarkable similarities, but also a significant difference regarding the effects of the publishers’ self-concept. In the German case the publishers with a dominant economic orientation are more proactive than the publishers with a dominant cultural orientation. In the Australian case, this correlation does not exist. The same difference holds for the relationship between the economic orientation and extrinsic motivation. We discuss these results and examine empirical evidence and theoretical suggestions to explain the differing findings. The data stem from surveys conducted in the two countries with responses of 196 (Germany) and 54 publishers (Australia).     

Interventions supporting baccalaureate achievement of Latinx STEM students matriculating at 2-year institutions: A systematic review

Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended.     

Learning from children’s voice in schools: Experiences from Ireland

In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change.