ethanporcaro/eric-fulltext-meta huggingface dataset:
Building the Capacity to Innovate: The Role of Human Capital. Research Report
Author: Smith, Andrew
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Knowledge Management,Creativity,Human Capital,Innovation,Organizational Development,Case Studies,Human Resources,Capacity Building,Work Environment,Workplace Learning,National Surveys,Interviews,Business,Correlation,Organizational Culture,Business Administration,School Business Relationship,Postsecondary Education,Training,Vocational Education,Higher Education,Role of Education,Organizational Effectiveness,Personnel Management,Employment Practices,Organizational Climate,Economic Development

This report examines the link between human resource management practices and innovation. It is based on a conceptual framework in which &quot;human resource stimuli measures&quot;--work organisation, working time, areas of training and creativity--feed into innovative capacity or innovation. Of course, having innovative capacity does not necessarily mean that a firm will be innovative. One of the issues of this approach is that, while innovation can be directly observed, innovative capacity is a more abstract concept. The study comprises a survey of firms as well as some case studies, and the survey captures data on innovative capacity through a series of questions relating to a firm's perception of its capacity to innovate. Based on the survey data, the authors find that certain human resource practices do improve innovative capacity (or at least firms' prediction of their capacity) but they have a very weak link with innovation directly. Therefore appropriate human resources practices and the capacity to innovate can be thought of more as necessary conditions for innovation rather than as sufficient. This leads to thinking about the mediating factors that transform the capacity to innovate into innovation. The purpose of the case studies was to throw some light on these mediating factors. Key messages from this report include: (1) Human resource practices, creativity management and knowledge management impact on innovation indirectly through their effect on innovative capacity rather than impacting directly; (2) Three sets of management practices assist the development of innovative capacity: (a) people management; for example, practices such as team-based work organisation, support for training and flexible work practices; (b) the development of a learning culture; and (c) external linkages, especially with educational institutions; and (3) In the case studies the one factor that appears to assist innovative capacity translating to innovation is links with the tertiary education sector. Assistance from universities or the VET system can facilitate training and recruitment and the development of applied research to assist product innovation. (Contains 7 tables, 2 figures and 1 footnote.) [For &quot;Building the Capacity to Innovate: The Role of Human Capital--Support Document,&quot; see ED529888.]
Building the Capacity to Innovate: The Role of Human Capital--Support Document
Author: Smith, Andrew
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Questionnaires,Research Methodology,Literature Reviews,Multivariate Analysis,Statistical Data,Knowledge Management,Creativity,Human Capital,Innovation,Organizational Development,Case Studies,Human Resources,Capacity Building,Work Environment,Workplace Learning,National Surveys,Interviews,Business,Correlation,Organizational Culture,Business Administration,School Business Relationship,Postsecondary Education,Training,Vocational Education,Higher Education,Role of Education,Organizational Effectiveness,Personnel Management,Employment Practices,Organizational Climate,Economic Development

This document was produced by the authors based on their research for the report &quot;Building the Capacity to Innovate: The Role of Human Capital,&quot; and is an added resource for further information. This document contains the following appendices: (1) Survey methodology; (2) Synopsis of the literature; (3) Interview questions; and (4) Survey questionnaire. (Contains 56 tables and 5 figures.) [For the full report, &quot;Building the Capacity to Innovate: The Role of Human Capital. Research Report,&quot; see ED529887. ]
Starting from Scratch: Teacher to Researcher and Back Again. Conference Paper
Author: Clayton, Berwyn
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Research,Teacher Researchers,Mentors,Speeches,Foreign Countries

Berwyn Clayton has been involved in the VET (vocational education and training) sector for over 25 years. After beginning her career as a teacher, Berwyn became a pioneer in promoting the value of research. With a record of over 30 publications and 25 conference papers or journal articles, Berwyn has created an impressive body of knowledge, particularly in areas such as assessment and the capability of the VET workforce. Berwyn is also dedicated to supporting and mentoring new researchers, in particular those who were formerly VET practitioners, as she was. Berwyn is currently the Director of the Work-based Education Research Centre (WERC) at Victoria University. It was these attributes that saw Berwyn named VET Researcher of the Year, and give a keynote speech at the National Centre for Vocational Education Research's 2011 National VET Research Conference (No Frills). This speech provides an insight into Berwyn's journey into VET research and demonstrates her hallmark presentation style using pictures (chosen for their amusing as well as didactic impact) to guide readers through the story. Her messages are directed at practitioner researchers. In her speech, she notes that researchers need consciously to go beyond their comfort zone and look impartially at issues from a different perspective, including that of their potential audiences. Practitioner researchers need to seek out mentors and they need to ensure they find the time to write up their work, so that it has a chance to influence practice beyond their immediate circle. Practitioner researchers should be prepared to cope with adverse reactions to--and sometimes misuse of--research findings. (Contains 1 footnote.)
What Works Clearinghouse Quick Review: &quot;Gathering Feedback for Teachers: Combining High-Quality Observations with Student Surveys and Achievement Gains&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Test Reviews,Teaching Methods,Teacher Effectiveness,Observation,Classroom Environment,Test Reliability,Feedback (Response),Student Surveys,Achievement Gains,Teacher Evaluation,Measures (Individuals),Prediction,Academic Achievement

This study examined five instruments used to assess the effectiveness of teacher practices based on classroom observations. The study first examined whether observers could reliably assess teachers with each instrument, and then examined how well each instrument, along with other information, predicted student achievement. The study reported that, in order to reliably assess a teacher using the instruments, it was necessary to combine scores from multiple lessons and observers. It also found that teachers' observation scores were positively related to their students' achievement test scores, particularly when the observation scores for teachers were combined with students' feedback on their classroom environments. The What Works Clearinghouse (WWC) only reviews studies that examine the impact of particular programs, policies, or practices on student outcomes. This study provides information on how to assess teacher practices reliably in the classroom and identifies some classroom observation tools that are correlated with student achievement. However, it does not examine the impacts on student outcomes associated with performance measures of teachers and, therefore, it is not eligible for review by the WWC. [The following study is reviewed in this What Works Clearinghouse Quick Review: Kane, T. J., &amp; Staiger, D. O. (2012). &quot;Gathering Feedback for Teachers: Combining High-Quality Observations with Student Surveys and Achievement Gains.&quot;]
Research-Based Communication Tool Kit
Author: Brown, Sherry
Date: 2007-01-00
Type: Reports - Descriptive
Subjects: Art Education,Educational Research,Organizational Communication,Advocacy,Annotated Bibliographies,Creativity,Labor Force Development,Literacy,Social Development,Cognitive Development,Thinking Skills

Significant research over the last decade has built a strong case for the value of arts learning. Major summaries, including "Schools, Communities, and the Arts" (1995); "Champions of Change" (2000); "The Arts in Education: Evaluating the Evidence for a Causal Link" (2000); "Critical Links" (2002); and now "Critical Evidence: How the Arts Benefit Student Achievement" (2006), have focused serious attention on researchable questions regarding arts learning. These summaries represent a mass of incremental evidence confirming that the arts develop valuable, even essential intellectual and academic skills, as well as other positive attributes. Some of those summaries, along with the works of individual scholars, also have provoked controversy about what individuals know--actually a healthy sign in any discipline. Daily, arts administrators at the state and local levels must make sense of and apply research to their work. Several years ago, the National Assembly of State Arts Agencies (NASAA) Arts Education Advisory Committee identified a common interest in learning more about scientific research and its influence on educational policy, which led to the development of the monograph "An Introduction to Scientifically-Based Research". Following publication of the monograph, the Advisory Committee decided to explore how to disseminate information based on the ever-increasing body of research related to arts learning. To accomplish this task, the Monograph Extension Sub-Committee was formed and charged with developing several concrete advocacy examples based on the information found in a section of the monograph "Disseminating Research: A Planning Guide". This Tool Kit brings together several components that advocates at state and local levels can use in crafting individualized messages for specific audiences and local contexts. Components are research-based, drawing on careful reviews and analyses of research literature that confirm, explain, and clarify the role of the arts in various significant policy contexts. The materials in the Tool Kit are meant to be "boilerplate" to some extent so that arts advocates can adapt them to their contexts and needs, quickly creating targeted, personalized advocacy messages. Individual sections contain footnotes and annotated bibliographies.
Arts Education Grants, Fiscal Year 2009
Author: National Assembly of State Arts Agencies
Date: 2011-03-00
Type: Numerical/Quantitative Data
Subjects: Art Education,Grants,Educational Resources,Awards,Annual Reports,Statistical Data,Flow Charts,Public Agencies

National Assembly of State Arts Agencies (NASAA) is the authority on state arts agency funding and grant making. NASAA publications provide extensive information on strategic planning, needs assessment and program evaluation methods specifically adapted to public arts agencies. This document presents the total number of arts education grant awards given for each state for fiscal year 2009.
Disturbing Behavior Checklists" Technical Manual
Author: Algozzine, Bob
Date: 2012-00-00
Type: Reports - Research
Subjects: Check Lists,Behavior Problems,Emotional Disturbances,Learning Disabilities,Rating Scales,Psychometrics,Interpersonal Competence,Environmental Influences,Intervention,Behavior Modification,Screening Tests,Factor Analysis,Antisocial Behavior,Test Construction

Ecological theorists have suggested that "disturbance" may result from an interaction between a child's behavior and reactions to that behavior within ecosystems such as schools. In this context, behavior is viewed as "disturbing" rather than "disturbed" and equal emphasis is given to the child and to individuals with whom the child interacts when identifying academic and social problems. The implications for intervention from this view suggest the need for altering the child's behavior as well as altering individuals' reactions to that behavior. The "Disturbing Behavior Checklists" are rating scales for use in documenting the relative disturbingness of behaviors associated with "emotional disturbance" (ED) and "learning disabilities" (LD). The measures are comprised of items included in screening instruments used to identify students with learning and behavior problems. Factor analyses of responses from teachers and other professionals (n = 400) provide evidence of dimensions reflecting behaviors that are "disturbing" and bothersome when working with children. The "Disturbing Behavior Checklists" have positive psychometric qualities (i.e., reliability and validity) including evidence to support the usefulness of the construct of a disturbing child (and/or disturbing behavior) in understanding school-related problems. The checklists have been used in a variety of research studies. Three appendixes present: (1) Disturbing Behavior Checklist (DBC) I; (2) Disturbing Behavior Checklist (DBC) II; and (3) Disturbing Behavior Checklists - Related Research. (Contains 7 tables.)
A Wiki Technology-Supported Seamless Learning Approach for Chinese Language Learning
Author: Wong, Lung-Hsiang
Date: 2011-00-00
Type: Journal Articles
Subjects: Sentences,Socialization,Informal Education,Learning Activities,Group Activities,Foreign Countries,Chinese,Grade 5,Teaching Methods,Computer Uses in Education,Elementary School Students,Context Effect,Peer Evaluation,Educational Technology,Computer Mediated Communication,Language Patterns,Language Arts

This paper reports an intervention study on Singapore primary five (fifth Grade) students' ICT (information and communication technology)-mediated Chinese idiom learning. We introduced &quot;seamless learning&quot; to the learning design, that is, the bridging of formal and informal learning, and individual and social learning, conforming to the current trend of language learning which emphasizes more on communicative and authentic learning activities. Our study lasted for ten months. In the formal learning context, the teacher conducted in-class contextualized learning activities and group activities. In the informal learning context, students made sentences by using the idioms to describe their encounters in day-to-day life and post them onto a class wiki space for sharing peers' review. Meanwhile, students learned from and performed peers' views on the wiki by commenting on, correcting or improving their peers' sentences. Through our analysis on the empirical data, it was found that the new ICT-mediated learning could effectively help students synergize the formal and informal, as well as the individual and social language learning spaces. (Contains 8 figures and 1 table.)
Deconstructing Theoretical Perspectives and Practice in Education Sector Intervention in Africa
Author: Omwami, Edith Mukudi
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational Development,Access to Education,Economic Development,Theories,Ideology,Human Capital,Educational Finance

This work examines the congruence and incongruence in policy and practice in education sector development effort for Africa. The focus is on the role of human agency in defining policy and practice. The UNESCO (United Nations Educational, Scientific and Cultural Organization) put the theoretical orientations that have been used to explain the status of development over time is analyzed with a view to exposing the nuances in the policy agenda that ultimately influence practice. It is posited that irrespective of the theoretical or ideological position that informs education sector reform, the segmentation that yields a dichotomy in the economic and socio-political dimensions means that the goal of realizing an efficient education sector and one that promotes a positive social gain is not met. The author proposes the adoption of the relative change theory as the most viable explanation to the status of the humanitarian intervention in education sector in Africa. (Contains 2 tables.)
The CCAILM Learning Model: An Instructional Model for Teaching and Learning of Engineering Modules
Author: Faleye, Sunday
Date: 2011-00-00
Type: Journal Articles
Subjects: Engineering Education,Undergraduate Study,Computer Assisted Instruction,College Instruction,Constructivism (Learning),Teaching Models,Educational Strategies,Learning,Foreign Countries

This research report presents a new teaching and learning model in engineering classes. The proposed learning model is called the CCAILM (constructionist computer aided instructional learning model). This new model was derived from the constructionist learning theory, the media-affects-learning hypothesis and the multiple representation principle. The process of knowledge construction, when an engineering lecture is delivered and learnt using a CCAILM approach, as well as the instructional strategies and steps prescribed in the CCAILM teaching and learning environment, are also discussed in this report. (Contains 1 table and 1 figure.)
An Integrated Delivery and Assessment Process to Address the Graduate Attribute Spectrum
Author: Symes, Mark
Date: 2011-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Learning Processes,Engineering,Teaching Methods,Engineering Education,Instructional Design,Instructional Development,Change Strategies,Educational Change,Educational Practices,Delivery Systems,Evaluation Methods,Skill Analysis,Skill Development,Minimum Competencies,Task Analysis,Holistic Evaluation,Concept Mapping,Outcome Measures,Science Course Improvement Projects,Alignment (Education)

In the past, engineering programmes were developed with separate technical learning outcomes supplemented by generic attributes. The latter were in most cases a standalone set of attributes developed by academic institutions or professional societies overseeing engineering accreditation processes. Although the technical learning outcomes were well assessed and tracked, the generic attributes were at best partially addressed by artificially incorporating them into the curriculum as a way of &quot;ticking-the-boxes&quot;. The current trend is to define competencies that map attributes required across the industry and develop programmes that have imbedded tools to deliver and assess these attributes. The Australian Maritime College is progressively developing new techniques to deliver and assess these attributes through holistic tasks, thus, ensuring a broader coverage of the attribute spectrum within an environment of limited resources and time. This provides students with realistic and challenging tasks, a far cry from the traditional mundane engineering laboratories, thus, promoting interactive and practical problem-based learning, making the study of engineering enjoyable! Concurrently with this development is a practical and simple method of tracking and quantifying the achievement of the attributes by the students, yielding useful data to improve processes within the programme, and hence, the quality of the graduates. (Contains 5 figures.)
The Overlooked Dimension of Sustainable Education
Author: May, Ruth
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Sustainability,Conservation (Environment),Online Courses,Universities,Business Administration Education,Graduate Students,Student Surveys,Foreign Countries,Open Universities

While universities are increasingly focused on developing &quot;green&quot; practices on their campuses and integrating sustainability concepts into their curricula, few have considered the potential impact that their online learning programs may already be having on the environment. Online classes result in paper not printed, miles not driven and classrooms not lighted thereby reducing the carbon footprints of the sponsoring institutions. Yet, despite the growing enthusiasm of academic institutions to be recognized as &quot;sustainable universities&quot;, most have overlooked the potential of their online learning operations to contribute to their long range goals for environmental stewardship. Consequently, the purpose of our paper is to present a proposed framework for measuring the sustainable impact of online learning which is currently being pilot tested at University of Dallas. We report results from the pilot data in the spring and summer semesters of 2009 and concludes with suggestions for establishing measurement models at other institutions where partnerships between university administrators, faculty and students hold promise for leveraging the sustainable impact of online learning. (Contains 4 tables and 3 figures.)
Teaching and Learning Road Map for Schools: Global and yet Local!
Author: Mehrmohammadi, Mahmoud
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Curriculum Development,Educational Theories,Global Approach,Knowledge Representation,Cognitive Style

What is a viable theoretical scheme that can guide school curriculum deliberations, maintaining both a global and a local quality OR which curriculum theory has the power of being adopted universally and the versatility of being adapted locally? Can the notion of "Glocal" coined in the field of sociology (2010) be regarded as a meaningful and relevant notion in the field of curriculum? This paper argues for cognitive pluralism in response to such questions. [This paper was published in: The Asian Conference on Education Official Conference Proceedings 2011, p1-7. ISSN: 2186-5892.]
Enhancement of Elementary School Students' Science Learning by Web-Quest Supported Science Writing
Author: Min-Hsiung, Chuang
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Students,Writing (Composition),Effect Size,Foreign Countries,Science Instruction,Content Area Writing,Computer Uses in Education,Web Sites,Internet,Educational Technology,Grade 6,Interviews,Pretests Posttests,Writing Skills,Teaching Methods

This study aimed to probe into the influence of implementing Web-quest supported science writing instruction on students' science learning and science writing. The subjects were 34 students in one class of grade six in an elementary school in Taiwan. The students participated in the instruction, which lasted for eight weeks. Data collection included Web-quest learning sheets, science writing learning sheets and interviews with students. The research findings demonstrated that Web-quest supported science writing instruction enhanced students' abilities to search by keywords, organize science contents and use scientific words. Students made significant progress in science writing and it revealed high and medium effect sizes. Changes in the students from the medium academic achievement group were the best and the difference was significant with a large effect size. (Contains 2 tables and 1 figure.)