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Book part
Publication date: 21 September 2020

Beverly Weed-Schertzer

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(Il)Logical Knowledge Management
Type: Book
ISBN: 978-1-83867-803-6

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Book part
Publication date: 21 September 2020

Beverly Weed-Schertzer

Abstract

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(Il)Logical Knowledge Management
Type: Book
ISBN: 978-1-83867-803-6

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Abstract

Details

(Il)Logical Knowledge Management
Type: Book
ISBN: 978-1-83867-803-6

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Book part
Publication date: 1 August 2004

Janis Bulgren

A current vision of education in America today is that all students be science literate. To accomplish this, educators and teachers need to be aware of the challenges…

Abstract

A current vision of education in America today is that all students be science literate. To accomplish this, educators and teachers need to be aware of the challenges involved in promoting science literacy: science literacy encompasses a wide range of knowledge, including construction of knowledge, use of that knowledge, and recall of critical facts necessary to apply scientific information in the world today. In addition, teachers and educators need a knowledge of the issues of “inclusion” since students of diverse abilities, including those with disabilities and others at risk for school failure, are being educated, as much as possible, in general education classrooms taught by content experts.

A bridge to span the gap between the challenges of science literacy for all students and the complexities of student diversity is Content Enhancement – instruction that responds to the needs of students of diverse abilities while maintaining content integrity by focusing on the critical information that all students need to know. In Content Enhancement, the teacher helps students learn by organizing information, providing explicit instruction when necessary, and assuring that students are active partners with the teacher and other students in the construction of knowledge. Graphic organizers and instructional sequences have been developed to help teachers organize information at the course, unit and lesson levels; learn to answer large, difficult questions with ideas that can be generalized to other settings; explore and manipulate knowledge by developing analogies and comparisons; and respond to assessments.

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Research in Secondary Schools
Type: Book
ISBN: 978-0-76231-107-1

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Article
Publication date: 1 September 2020

Lei Li, Bo Liu and Huimin Mu

This paper investigates the paths through which innovation community affects content providers' new service development (NSD) performance in technology-based service…

Abstract

Purpose

This paper investigates the paths through which innovation community affects content providers' new service development (NSD) performance in technology-based service ecosystem and contingency factors exist in the paths.

Design/methodology/approach

The research model is built based on service-dominant (S-D) logic, exploring the relationship among innovation community, content providers' knowledge acquisition and content providers' NSD performance as well as the moderating role of content providers' technology readiness and content providers' complexity. Using survey data collected from 386 content providers of selected open network platforms in China, this study finds broad support for the proposed research model.

Findings

The findings of this paper reveal that content providers' tacit knowledge acquisition from users plays a mediating role between the innovation community and new service ratings. Content providers' technology readiness plays a positive moderating role in the relationship between innovation community and their explicit or tacit knowledge acquisition. Content providers' task complexity negatively moderates the effects of their explicit knowledge acquisition from users on new service volumes or ratings, but positively moderates the effects of tacit knowledge acquisition from users on new service volumes or ratings.

Originality/value

Though extant literature highlights the importance of knowledge acquisition in NSD performance, few studies explore the antecedents of content providers' knowledge acquisition from users and the paths through which these antecedents affect content providers' NSD performance. Moreover, boundary conditions exist in the process of improving NSD performance are generally ignored in previous literature. With the lens of S-D logic, this paper explicates how content providers of different technology readiness and different task complexity enhance their new service volumes and ratings through acquiring explicit and tacit knowledge from users in innovation community. Adopting S-D logic from marketing area to NSD area, this paper not only enriches the theoretical accumulations of antecedents and boundary conditions of content providers' NSD performance but also offers insights for content providers and users on how to synergistically advance NSD activities and co-create value in the technology-based service ecosystem.

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Industrial Management & Data Systems, vol. 120 no. 10
Type: Research Article
ISSN: 0263-5577

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Article
Publication date: 18 May 2012

Makoto Yoshida

Teachers in the USA have been conducting lesson study for more than ten years since it was introduced from Japan in the late 1990s. Although interest in conducting lesson…

Abstract

Purpose

Teachers in the USA have been conducting lesson study for more than ten years since it was introduced from Japan in the late 1990s. Although interest in conducting lesson study in the USA is still strong and greater numbers of teachers have become involved in this professional learning, there are significant obstacles to conducting high quality and effective lesson study that enhances teachers’ content and pedagogical knowledge, as well as improving their instruction and student learning in classrooms. Because of the needs of improvement in lesson study in the USA, so it can be administered effectively and sustained, the purpose of this paper is to discuss the current status of lesson study in the USA, what high quality and effective lesson study is, and what ideas might be help to improve lesson study in the USA.

Design/methodology/approach

In this paper, issues that are common barriers to conducting effective lesson study, such as: US teachers’ misunderstanding or lack of understanding of lesson study; teachers’ insufficient knowledge of content, pedagogical content, curriculum knowledge; lack of support from administrators for lesson study; non‐systematic approach to implement lesson study; and having short‐sighted vision to conduct lesson study will be discussed. The discussions are based on the author's 12 years of experience working with teachers, schools, and school districts in the USA, interactions and information exchanges with other lesson study educators and researchers and professional development coordinators in schools and districts in the USA, and existing research documents in the USA. Through this discussion, the author attempts to provide suggestions for improving lesson study in the USA.

Findings

In order for lesson study to be successful, teachers need to think of lesson study as a way to improve their own learning as well as student learning. Spending more time studying mathematical content and curriculum, developing a strong pedagogical content knowledge with colleagues, and establishing a professional community of learning through lesson study will help it to be effective for improving classroom teaching and learning.

Originality/value

The paper provides some helpful suggestions for improving quality and effectiveness of lesson study in order to improve: classroom teaching – teacher's content, pedagogical content and curriculum knowledge; and student learning. The paper is particularly valuable for lesson study practitioners, and administrators and staff developers who are implementing lesson study in schools.

Details

International Journal for Lesson and Learning Studies, vol. 1 no. 2
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 1 September 2006

Tien‐Yu Hsu, Hao‐Ren Ke and Wei‐Pang Yang

The purpose of this study is to propose a knowledge‐based mobile learning framework that integrates various types of museum‐wide content, and supports ubiquitous…

Abstract

Purpose

The purpose of this study is to propose a knowledge‐based mobile learning framework that integrates various types of museum‐wide content, and supports ubiquitous, context‐aware, personalized learning for museums.

Design/methodology/approach

A unified knowledge base with multi‐layer reusable content structures serves as the kernel component to integrate content from exhibitions for education and collection in a museum. The How‐Net approach is adopted to build a unified natural and cultural ontology. The ontology functions as a common and sharable knowledge concept that denotes each knowledge element in the unified knowledge base, and associates each learner's learning context and usage with a content and usage profile respectively. Data mining algorithms, e.g. association mining and clustering, are applied to discover useful patterns for ubiquitous personalization from these content and usage profiles.

Findings

A pilot project based on the proposed framework has been successfully implemented in the Life Science Hall of the National Museum of Natural Science (NMNS), Taiwan, demonstrating the feasibility of this framework.

Originality/value

This study proposes a mobile learning framework that can be replicated in many museums. This framework improves learners' learning experiences with rich related content, and with ubiquitous, proactive and adaptive services. Museums can also benefit from implementing this framework through outreach services for educational, promoting and usability needs from combining mobile and Internet communication technologies and learning services.

Details

The Electronic Library, vol. 24 no. 5
Type: Research Article
ISSN: 0264-0473

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Article
Publication date: 4 January 2013

Mun Yee Lai and Yin Wah Priscilla Lo‐Fu

The purpose of this paper is to report a case study of how learning study was incorporated in teacher education programs in Hong Kong. It aims to share the success of the…

Abstract

Purpose

The purpose of this paper is to report a case study of how learning study was incorporated in teacher education programs in Hong Kong. It aims to share the success of the program and to disseminate how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study. Building on the work, this paper suggests incorporating the framework of learning study, a theory‐guided pedagogical principle, as an integrated subject of mathematics pedagogy and teaching practice in teacher education programs.

Design/methodology/approach

In total 32 pre‐service teachers’ learning journals of their reflections of learning processes were analyzed. The analysis of data and reporting of findings are linked tightly to how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study.

Findings

The 32 pre‐service teachers noted that the learning study subject fostered their understanding of relationship between theory and practice and their understanding of transforming knowledge into action. In particular, they came to understand that knowledge of pupils and content involves a particular mathematical idea or procedure and familiarity with students’ prior knowledge and misconceptions. They also reported that they understood better what mathematics pedagogy content knowledge means and what components it includes.

Originality/value

The suggestions of incorporating the framework of learning study in teacher education programs is supported and manifested by the positive feedback and comments of the 32 pre‐service teachers who underwent the entire learning process of learning study in Hong Kong. The findings demonstrate how pre‐service teachers’ mathematical content knowledge and pedagogical content knowledge were enhanced by practising learning study.

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Article
Publication date: 1 January 2006

Tien‐Yu Hsu, Hao‐Ren Ke and Wei‐Pang Yang

This paper sets out to present a new model to avoid the content silo trap, satisfy the knowledge management requirement and support the long‐term perspective of developing…

Abstract

Purpose

This paper sets out to present a new model to avoid the content silo trap, satisfy the knowledge management requirement and support the long‐term perspective of developing academic, exhibition, and education applications among various domains for museums.

Design/methodology/approach

This paper presents a unified knowledge‐based content management (UKCM) model, which comprises the unified knowledge content processes, multi‐layer reusable knowledge content structures and an integrated knowledge‐based content management system to solve the content silo trap problem. The extended entity‐relationship (EER) conceptual model is applied to design a global view of the integrated knowledge system and completely represent multi‐layer reusable knowledge content structures for the spectrum of various knowledge assets for all domains and applications in a museum.

Findings

A practical case of a large‐scale digital archives project that includes various domains of a natural science museum has been successfully implemented to demonstrate the feasibility of the proposed model.

Originality/value

This paper integrates content management and knowledge management. Digital archives programs in museums can apply the model presented in this study to satisfy the knowledge management requirement and support the long‐term perspective of developing academic, exhibition, and education applications among various domains.

Details

The Electronic Library, vol. 24 no. 1
Type: Research Article
ISSN: 0264-0473

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Book part
Publication date: 20 October 2007

Alan C. Jones

For the last decade, policy makers and boards of education have been mandating and searching for school leaders who are knowledgeable about curriculum and instruction or…

Abstract

For the last decade, policy makers and boards of education have been mandating and searching for school leaders who are knowledgeable about curriculum and instruction or what the reform literature terms instructional leadership. The recognition that expertise in teaching and learning is critical to the achievement in our schools, however, has often been overwhelmed by the management functions of administration and programs in educational administration, which continue to support the role of manager, and provides little, if any, substance for the kinds of knowledge and skills necessary to lead a school instructionally. Recent studies of the instructional leadership contend that the content that has been neglected in the training of administrators is an understanding of subject matter and how an educational leader must transform the theories, ideas, and practices of a subject or discipline into the everyday understandings of classroom teaching. Although the new construct of Leadership Content Knowledge (LDK) provides a new understanding about what leaders need to know about teaching and learning in order to effectively perform the role of instructional leader, the studies of LDK have not yet provided a process for becoming a leader of content knowledge. The author describes a framework for how an educational administrator would become a “Leader of Content Knowledge.”

Details

Teaching Leaders to Lead Teachers
Type: Book
ISBN: 978-0-7623-1461-4

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