Differential empirical innovation factors for Spain and the UK

This study considers the role of national differences, derived from structural characteristics in each country, and how they impact on companies’ innovation. To do this we include in a firm-level empirical model of innovation traditional factors impacting on innovation, and measure any differences in these determinants between two countries: the UK (comprising more advanced regions) and Spain (which belongs to the “follower” groups of countries in Europe). Using the European Community Innovation Surveys (CIS4), we select two samples comprising private manufacturing firms and estimate a two-step Heckman model to explain firms’ innovation. Our results suggest that Spanish firms are at a different stage, with Spain lagging behind the UK in terms of being able to benefit from R&D. Thus in Spain, we find that public support is more important in promoting innovation activities; whereas linkages with international markets are more important for companies in the UK. Based on our results, we would argue that in order to reduce the technological gap between these two countries regional policies to promote innovation in Spain should concentrate more on the promotion of market relationships between co-located firms; while a greater exposure to internationalisation would benefit both countries.     

Ensuring Communication Research Makes a Difference

Rephrasing the forum question to “How can we ensure communication research has a positive effect on communication practice?” focuses on the present, points to a specific purpose for communication research, emphasizes the scope and type of difference to be made, and places accountability and responsibility on researchers. In general, the public has not found the expertise of communication scholars. The essay addresses ways to overcome this research to practice dilemma: establishing a common framework, complementing the top-down research approach with a practice-driven, bottom-up approach, and adjusting research and practice assumptions.     

Teachers' Perspectives on Effective School Leadership

This paper considers teachers' perspectives on effective school leadership. It draws upon the findings from a study of effective leadership conducted by a research team from the University of Nottingham [1]. This research study considered effective leadership from the perspectives of different stakeholders within the English schooling system. This provided an opportunity to analyse leadership in a holistic way and to consider leadership from a variety of different perspectives.     

Becoming a teacher of primary science: integrating theory and practice

This paper reports a study of how a group of six students learnt to teach primary science as they went through a 4-year teacher education degree. The study shows that from early in the course students had a clear view of how they wanted to teach science and had a range of concerns about their teaching. Their views gradually became refined and actionable in the classroom as they went through the course. A variety of data types was used to interpret their learning. A significant number of their decisions were not recorded in their written work so were only available in discussion or action. All students were able to deal with the complexity of their classrooms in their oral discussions, but fewer could do this in writing. The students drew on a range of programme material to support their decisions, and these are used to show the interaction between their work in school and in college.     

Students engaging in diversity: blogging to learn the history of jazz

This study examined discursive choices made by the instructor of a Black Studies course in constructing what counted as blogging and the history of jazz; how students showed evidence of meeting the course requirements, and how particular students engaged with issues of race and diversity in their blogs. The instructor required blogging to enable an interactional form of learning that supported development of a writing voice, criticality, and thinking in interdisciplinary ways. Students entered the course having different prior experiences and understandings of jazz and the class format allowed students to move from whatever path they were on to embrace the positive nature of diversity in the creation of culture.     

Reflexive professionalism: reclaiming the voice of authority in shaping the discourses of education policy

The nature and value of “professionalism” has long been contested by both producers and consumers of policy. Most recently, governments have rewritten and redefined professionalism as compliance with externally imposed “standards.” This has been achieved by silencing the voices of those who inhabit the professional field of education. This article uses Foucauldian archaeology to excavate the enunciative field of professionalism by digging through the academic and institutional (political) archive, and in doing so identifies two key policy documents for further analysis. The excavation shows that while the voices of (academic) authority speak of competing discourses emerging, with professional standards promulgated as the mechanism to enhance professionalism, an alternative regime of truth identifies the privileged use of (managerial) voices from outside the field of education to create a discourse of compliance. There has long been a mismatch between the voices of authority on discourses around professionalism from the academic archive and those that count in contemporary and emerging Australian educational policy. In this article, we counter this mismatch and argue that reflexive educators’ regimes of truth are worthy of attention and should be heard and amplified.     

Introduction to Special Feature: Alternative perspectives on school improvement

The growth of interest in school improvement in the last decade has been striking. In the UK, the educational system has moved to a position where school improvement is not merely expected but demanded. As a result, a large number of school improvement projects and initiatives have emerged to meet this demand. Many of these initiatives have emphasised structural change and have located change efforts at the level of the school. However, the research evidence concerning successful school improvement programmes demonstrates the importance of changing school culture and focusing upon teaching and learning. The Improving the Quality of Education For All (IQEA) project embraces both these elements. Over the last 10 years the project has achieved demonstrable success in a diverse range of school contexts and is at the forefront of school improvement work within the UK. This special feature considers IQEA from a variety of perspectives and provides important insights into the theory, process and practice of successful school improvement.     

Writing Apprehension,Computer Anxiety and Telecomputing: a pilot study

ABSTRACT

The current state of the teaching of information technology competency within postgraduate teacher training is summarised from existing literature and weaknesses are identified. Development work in the Loughborough University Primary Postgraduate Certificate of Education course over three successive years is examined and discussed, focusing on the apparent gap between student achievement in the institution and application in classrooms while on school placements. It is argued from qualitative and quantitative evidence that a major factor is the failure of some school placement teachers to provide encouragement to their teaching practice students, and that this is a feature not of schools but of individuals. The conclusion attempts to analyse further that gap and suggests some ways forward.     

Special Collections in View: Marketing and Outreach as Reference Services

Abstract

This article discusses the marketing and promotion of special collections in academic law libraries as complementary to, and a part of, effective reference services based in those collections. The two activities can share similar goals and be mutually reinforcing: good marketing can lead to better reference service and an increase in patrons using special collections; and better, more engaged reference service can lead to long-term interest and support for special collections among a library’s stakeholders.