In this paper assumptions about the nature of complex organizations are examined in relation to the design of information systems. Models of organizational structure which have been used in relation to information need are discussed in the light of recent findings of a research project which has investigated the information use and needs of managers in manufacturing companies. Qualitative and quantitative data are presented and discussed. The findings do not support some of the current assumptions about information in complex organizations and the implications of this are discussed. 相似文献
This study investigates four seventh-grade teachers' awareness of students' tendency to conjoin or 'finish' open expressions. It also investigates teachers' ways of coping with this tendency. Three types of data were collected: 1) lesson plans, 2) lesson observations, and 3) post-lesson interviews. The analysis showed that the two experienced teachers were aware of this tendency and some of its possible sources, while the novices were unaware of either. Teaching approaches related to this tendency also differed considerably. In conclusion we analyze these teaching methods in light of the existing literature and discuss possible short- and long-term implications of the use of each approach. 相似文献
The demand for upper-level undergraduate dissection-based anatomy courses is growing, as professional programs require more advanced anatomy training prior to matriculation. To address this need, Indiana University School of Medicine (IUSM) partnered with Indiana University-Purdue University Indianapolis—a large, urban, life science-focused campus nearby to IUSM—to offer an undergraduate, dissection-based course in regional gross anatomy. Because this is a new course, a deeper post-course evaluation of student perceptions was conducted using Q methodology. In this study, Q methodology was used to evaluate student views of the overall course structure, pre-laboratory materials and activities, assessments, and quality of instruction. Of the 15 students in the spring semester 2018 cohort, 80% (n = 12) participated in the evaluation, and 10 of those students followed up with written explanations for their rationale in selecting the four statements with which they most strongly agreed and disagreed. The Q methodology sorted the students into one of three statistically significant groups: Motivated Dissectors (n = 6), Traditional Students (n = 3), and Inspired Learners (n = 3). Motivated Dissectors and Inspired Learners felt strongly that the course did not encourage self-directed learning and that the pre-laboratory materials were not adequate to prepare them for quizzes. Traditional Students, however, disagreed, having a favorable opinion of the pre-laboratory materials, even though this group felt most strongly that the amount of material covered in the course was overwhelming. This study demonstrates the utility of Q methodology to evaluate courses to elucidate student perspectives and inform future course modifications. 相似文献
This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature
of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops,
the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers’ views of nature of science,
inquiry, and scientific modeling. Teachers improved their views of nature of science (NOS) and inquiry by including scientific
modeling in their definitions of how scientists work, the empirical nature of science, and the role of observations and inferences
in science. Their definitions of science expanded from a knowledge-based orientation to a process-based orientation. Teachers
added the use of mathematical formulas to their views of scientific modeling. Using scientific modeling as the central theme
was effective in providing positive influence on teachers’ views of inquiry and NOS. 相似文献
This paper reports on the second phase of a multi-country study examining cross cultural perspectives of gender and management in Higher Education Institutions (HEIs). It examines the broader labour market context and legislative frameworks for higher education in each country and then analyses the literature on women in university management. The paper presents the findings of research with male and female senior managers about their perceptions of women as HEI managers within changing organisational and management structures. It concludes that although HEI’s are now largely aware of barriers to women getting into and on in senior management, they have not addressed the organisational structures and cultures that perpetuate this inequity.
It is increasingly acknowledged that for individuals to participate in a pluralistic and democratic society, they must understand religious conviction and difference. In educational literature, the discussion surrounding education and religion focuses on the implications for students. It is important to consider what this may mean to the teachers, as teachers directly influence student learning. This article uses literature on religion, multiculturalism, teacher identity, and popular culture to connect teachers' private religious identifications to their professional identities in public school classrooms. It supports future research in this area and provides a theoretical framework for subsequent studies. 相似文献
The purpose of this case study was to determine the feasibility of delivering a course on-campus and in real time, simultaneously
transmitting it to students who were remotely accessing the same course. In future years, it is anticipated that universities
will have inadequate physical facilities to meet the demands of an increasing student population. Additionally, with warnings
of impending pandemics, universities need to be prepared to deliver courses in alternative ways to ensure continuity of instruction.
Thus, this pilot project was designed to deliver a course to a large section of students while also allowing off-campus students
access to the course in real time. The planning and delivery of the course is described, including the technology used, the
support provided by the university and technology support staff, the course that was used for the pilot project, and how students
were selected to participate as the off-campus students. The perspectives of the instructor, teaching assistant, students
(both on- and off-campus), and technology support personnel are summarized. 相似文献
Quantitative approaches to defining and measuring quality in early childhood education and care (ECEC) have provided a key platform for policy development. Yet their strengths and limitations as informants of high-quality ECEC have not been tested. In this study we examine two sources of quantitative data collected over a five-year period for 74 long day care centres: (1) the Early Childhood Environment Rating Scale-Revised and Infant-Toddler Environment Rating Scale instruments which are well-established observational measures; and (2) Australia's nationally administered Quality Improvement and Accreditation System which involves a self-study and validation process. Correspondence over time and across measures was more consistent for the centres identified as providing lower quality ECEC. Variability in ratings of quality was more evident in lower quality centres, whereas high-quality centres showed less variability over time. High quality, however, was less consistently identified across measures. Discussion focuses on the strengths and limitations of these measures of quality, and the implications these have for policy development and future research. 相似文献