Success breeds success: The linkage between relationship intensity and tangible outcomes in industry–university collaborative ventures

While advancing new technologies has not traditionally been a major focus of industry–university collaboration, this article stresses that industry–university alliances can be instrumental in facilitating the industrial firm's advancement of both knowledge and new technologies. To investigate this phenomenon, this study focuses on industry–university relationships within the context of university research centers. The results from this multi-method, cross-sectional study indicate that a positive, two-way linkage exists between the intensity of industry–university relationships and the level of tangible outcomes generated. Results also show that while organization size and length of relationship do not significantly affect these dynamics, the industrial firm's geographic proximity to the university research center does. The implications of these findings for both industrial firms and universities are discussed.     

Stigma and incest survivors

The impact of incestuous child sexual abuse continues to affect victims into their adult lives. Survey responses from college students indicate the predicted stigma surrounding this childhood event varies with gender as well as with length and type of relationship at the time of the disclosure. Women indicate differences in stigma when anticipating various types of relationships with male survivors. Particularly, women show dating as less comfortable than opposite sex friendship, and parenting as less comfortable than marriage. Men do not indicate these differences in stigma based on the type of relationship, but instead predict comfort with female survivors based on the length of relationship.     

Effects of a read aloud intervention on first grade student vocabulary,listening comprehension,and language proficiency

Reading and Writing - We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first...     

Creating spaces for pedagogy: Research as learning

As teacher-educators, we designed and implemented a small study that mapped teacher-education students' understandings of their own identities and how they made sense of ethnicity and class differences among their secondary students while on teaching rounds. While we didn't set out to ‘teach’ our research participants, it was during the analysis of data from the research project, that we began to realise the potential of research to create opportunities for learning. In this paper we speculate on the ‘conditions’ of knowledge production and suggest that the dialogic nature of interviews and focus group discussions can offer pedagogical spaces for learning. Research designs that incorporate opportunities for participants to re-tell narratives over periods of time, may position participants as experts in knowledge production and may reposition them and researchers in more equitable power relations. We present an example of one participant's narrative together with our interpretations to explore how research potentially offers ‘evidence’ of learning. While this is tentative only, we suggest there is a need to create spaces for pedagogy in the design and execution of educational research.     

Experienced Teachers' Perspectives on Cultural and Social Class Diversity: Which Differences Matter?

This article reports on a pilot study that investigated the beliefs, values, and pedagogies of experienced high school teachers who worked with student populations of non-English speaking and economically disadvantaged immigrants or refugees in Australia. Qualitative research methods, including focus groups and in-depth individual interviews with teachers, produced data that were examined using Critical Discourse Analysis. Close reading of the teachers' comments suggests that there are a number of key discourses that teachers use to make sense of differences among culturally diverse and economically disadvantaged groups of students. Specifically, teachers distinguish between cultural groups on the basis of students' life experiences prior to arrival in Australia; students' collective and individual educational experiences; and the different social class positioning of students within the same ethnic group. In their comments, teachers at times categorised students in generalised and stereotypical ways but also were able to critique and reflect on their personal assumptions. An analysis of the teachers' reflections provides insights into how they made sense of “diversity” and how, as teachers, they try to work productively with ethnically diverse and economically disadvantaged students.