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131.
Knowledge Management Research & Practice - Information and knowledge have been cited over the last two decades as competitive advantage tools. Recently, the use of them has been discussed to... 相似文献
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James Appleton Frances Lawrenz Elaine Craft Wynn Cudmore Jim Hall Jack Waintraub 《Journal of Science Education and Technology》2007,16(6):491-499
Developing curricular materials for technical and vocational education is particularly challenging because of the comprehensive
requirements for technical education and the rapidity with which technical positions are evolving. Well-educated employees
are expected to have general communication, reasoning, problem-solving, and behavioral skills in addition to occupation-specific
technical knowledge. Furthermore, technical and vocational education materials must meet the needs of various contexts each
with its own unique array of factors which must be accommodated. To assist in the process of materials development, this paper
presents a comprehensive and contextualized model as a guide for curricular developers. This model was formed through the
synthesis of two theoretical and four applied models, with the outline of the applied models occurring as part of a national
evaluation of the National Science Foundation’s Advanced Technological Education Program. Examples illuminating the elements
of the template are provided. 相似文献
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Despite widescale literacy interventions, reading difficulties persist in the adult population. Results from international surveys report that millions of adults around the world remain unable to read the texts they require for daily life and work. Adult reading difficulties are diverse and under‐researched, and adult‐reading teachers are generally underprepared to build reading skills, particularly at word level reading where many adults report difficulties. This study examined (i) the teaching foci that 60 adult‐reading teachers prioritised in determining how to teach a hypothetical adult reader with difficulties at the word level and (ii) the teacher attributes by which these decisions varied. Around 40% of teachers indicated that they would prioritise non‐word level components in deciding how to teach the hypothetical reader with word level difficulties, and these decisions varied with teachers' training/qualifications. To make sense of the persistence of low reading levels in the adult population, it is necessary to understand more about what teachers teach and why they teach the way they do. The findings of this study may provide an important step towards this goal. 相似文献
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C. Glenn Walters Dr. Elaine Hobbs Fry Breck D. Chaisson 《Research in higher education》1990,31(4):355-367
As more females receive advanced degrees in business and enter the field of teaching in higher education, the role of females as publishers in scholarly journals will increase. Data collected from 27 business-oriented journals covering a 23-year time period support this premise. The purpose of this article is to present that data in order to show the changing role of women in publishing and to highlight some of the similarities and differences between female and male authors. 相似文献
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Diversifying the teaching population is of international concern. Ireland has experienced significant socio-demographic change in the last decades, but we lack adequate data on the backgrounds of student teachers, especially in relation to nationality and ethnicity. In this paper, we examine the nationality/ies, ethnicity/ies and experiences with diversity of Ireland’s 2014 undergraduate primary and postgraduate post-primary initial teacher education (ITE) applicants, entrants and non-entrants, part of the focus of the Diversity in Initial Teacher Education in Ireland national research project. The overwhelming majority of respondents claim Irish only nationality, and are of ‘White Irish’ ethnicity. Respondents’ constructions of their ethnicity privilege nationality and skin colour. The exclusionary constructions of ethnicity of those self-identifying as ‘White Irish’ reveal the heavy influence of Ireland’s post-colonial nationhood. A significant proportion reported having little or no experience with groups different to their own. We end by noting implications on policy, research and ITE programme levels. 相似文献