The innovation–economic growth nexus: Global evidence

This paper extends the line of research attempting to link innovation to economic growth by addressing some unexplored questions. Using global patent data, this paper empirically investigates the importance of both the quantity and quality of innovation on economic growth, controlling for past measures of inventive inputs. Moreover, our research examines how innovation inputs can be translated into per capita growth under the various economic structures and stages of economic development. Based on a sample of 58 countries for the period 1980–2003, our empirical results indicate that countries hosting firms with higher quality patents also have higher economic growth. Furthermore, we have some evidence that those countries that increase the level of patenting also witness a concomitant increase in economic growth.     

Assessing Self- and Peer-assessment: The students' views

Self- and peer-assessment are being used increasingly in higher education, to help assign grades to students' work and to help students to learn more effectively. However, in spite of this trend there is little in the published literature on how students view these methods. In this paper we present an analysis of the views of a large number of students (N = 233) who had just experienced self- and peer-feedback as part of one of their subjects. It is a rarely questioned commonplace in the literature that in order to gain benefit from peer and self-assessment schemes students first need training in the specific scheme being used; ideally they will play a role in devising the scheme. The intervention reported here, which involved a large (N = 233) group of students, included no such measures. The results show that students felt, nonetheless, that they benefited from the intervention. The results also present prima facie evidence that training or other measures to further involve the students in the peer and self-assessment scheme might be beneficial. Our analysis of students' views revealed eight general dimensions under which are grouped twenty higher order themes. The results both support and extend previous research and give a more detailed picture than previously available. The general dimensions found were: Difficult; Gained Better Understanding of Marking; Discomfort; Productive (including learning benefits and improved work); Problems with Implementation; Read Others' Work; Develop Empathy (with assessing staff); and, Motivation (especially motivation to impress peers). The practical implications of these findings are discussed.     

Giftedness as Developing Expertise: A theory of the interface between high abilities and achieved excellence

This article describes how giftedness can be viewed as developing expertise. The general conception of giftedness as developing expertise is outlined. Then research examples are given that, in conjunction, seem odd under traditional interpretations of abilities but that make sense as a whole in the context of the developing expertise model. It is concluded that this new model offers potential for better understanding the nature of giftedness.     

Case‐based pedagogy as a context for collaborative inquiry in the Philippines

The purpose of this study was to investigate the potential for using case‐based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. The context for this study was the elementary science teacher preparation program at West Visayas State University on the the island of Panay in Iloilo City, the Philippines. In this context, triple linguistic conventions involving the interactions of the local Ilonggo dialect, the national language of Philipino (predominantly Tagalog) and English create unique challenges for science teachers. Participants in the study included six elementary student teachers, their respective critic teachers and a research team composed of four Filipino and two U.S. science teacher educators. Two teacher‐generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place. Theoretical perspectives drawn from assumptions underlying the use of case‐based pedagogy and scholarship surrounding the community metaphor as a referent for science education curriculum inquiry influenced our understanding of tensions at the intersection of re‐presentation of science, authority of knowledge, and professional practice, at the intersection of not shared language, explicit moral codes, and indigenization, and at the intersection of identity and dilemmas in science teaching. Implications of this study are discussed with respect to the building of science teacher learning communities in both local and global contexts of reform. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 502–528, 2001     

The relationship between intelligence and performance on the test of variables of attention (TOVA)

The present study explored the relationship between the intelligence of young adults and their performance on the Test of Variables of Attention (TOVA). The study also examined whether significant differences existed between adults with and without attention-deficit/ hyperactivity disorder (ADHD) on TOVA errors of omission, errors of commission, mean correct response time, and variability, as well as on performance on the freedom from distractibility (FD) factor on the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Seventy-nine adults participated in the study, including 17 with ADHD and 62 college students without ADHD. Pearson product-moment correlations indicated that none of the correlations between Full Scale IQ (FSIQ) and TOVA variables were significant. Analysis of variance results revealed that adults with ADHD made more errors of omission on the TOVA than did controls. Between-group differences were not found on the remaining dependent variables.     

Profiles of social competence among low-income African American preschool children

Relations between children's personal attributes and peer play competence were investigated in a sample of 141 African American preschool children who participated in Head Start. Variable-oriented analyses confirmed that dispositions of temperament, emotion regulation, autonomy, and language were related to children's peer play competence in the classroom. Person-oriented analyses revealed distinctive profiles of personal attributes linked to adaptive preschool social functioning. A small group of resilient children whose profile was characterized by highly adaptable temperament, ability to approach new situations, and above average vocabulary development evidenced the greatest social competence with peers. Children who were disruptive with peers were equally divided between two profiles characterized by inattention and activity, but with differential performance on vocabulary tasks. A profile containing calm, reticent children was the group least likely to engage in disruptive peer play. Inspection of the six profiles revealed the within-group variability for this economically disadvantaged sample and illustrated the differential importance of temperament, regulation, and language constructs. Findings from the profile analyses and relations with peer competence inform the study of resilience in social development for urban African American children who participate in early intervention preschool programs.     

Citizenship education and the reparation of future teachers : A study

This study examines the views of future teachers of social studies regarding significant global trends, required citizen characteristics, and necessary educational strategies to develop the said characteristics. The study builds upon the landmark work of the nine-nation Citizenship Education Policy Study (CEPS I) carried out in the late 1990s that resulted in the model calledmultidimensional citizenship. The original work focused on the views of policy makers and scholars. The present research, CEPS II, is a follow-up study that seeks to determine the views of the next generation of those who will teach citizenship and civic education through social studies programs in seven participant societies: China, Hong Kong SAR, Japan, The Netherlands, Taiwan, Thailand and the United States of America. The results suggest that the future teachers, when compared with the policy experts and scholars in the original CEPS I study, are more optimistic about the future and are more oriented towards personal development and participatory behaviors that will positively impact the common good.     

A rubric for comparing dissimilar text materials

Conclusion As you can see, this is a rather holistic view. These categories may have to be expanded depending on the particular needs of your task. However, it seemed to be efficient. This process may also be applicable to other situations such as student papers. This was my attempt to compare texts with a minimal amount of bias. I welcome input of others in an effort to expand and refine this rubric.