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Article
Publication date: 1 February 1986

William J. Heisler and Harry J. Lasher

There is a growing need for management education and management development. Business organisations need a supply of well‐educated and behaviourally competent managers. Business…

65

Abstract

There is a growing need for management education and management development. Business organisations need a supply of well‐educated and behaviourally competent managers. Business schools and business organisations are not fulfilling this need at present. Both must increase the effectiveness of current business school faculty, curricula and operations. Businesses need to become more involved in helping business schools become more effective and efficient. This requires an exchange which is mutually beneficial and based on mutual respect. Business organisations must demand high quality services from education. Current areas of strength and weakness in management education are identified from a business perspective. Appropriate roles and action steps for these schools and organisations are proposed to strengthen their effectiveness.

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Journal of Management Development, vol. 5 no. 2
Type: Research Article
ISSN: 0262-1711

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Publication date: 14 November 2014

Candace Walkington and Matthew L. Bernacki

As educators seek ways to enhance student motivation and improve achievement, promising advances are being made in adaptive approaches to instruction. Learning technologies are…

Abstract

Purpose

As educators seek ways to enhance student motivation and improve achievement, promising advances are being made in adaptive approaches to instruction. Learning technologies are emerging that promote a high level of personalization of the learning experience. One type of personalization is context personalization, in which instruction is presented in the context of learners’ individual interests in areas like sports, music, and video games. Personalized contexts may elicit situational interest, which can in turn spur motivational and metacognitive states like positive affect and focused attention. Personalized contexts may also allow for concepts to become grounded in prior knowledge by fostering connections to everyday activity. In this Chapter, we discuss the theoretical, design, and implementation issues to consider when creating interventions that utilize context personalization to enhance motivation.

Design/methodology/approach

First, we provide an overview of context personalization as an instructional principle and outline the emerging evidence that personalization can enhance motivation and improve achievement. We then discuss the theory hypothesized to account for the effectiveness of context personalization and discuss the approaches to personalization interventions. We close by discussing some of the practical issues to consider when bridging the design and implementation of personalization interventions. Throughout the paper, we anchor our discussion to our own research which focuses on the use of context personalization in middle and high school mathematics.

Findings

The theoretical mechanisms through which context personalization enhances learning may include (1) eliciting positive affective reactions to the instruction, (2) fostering feelings of value for the instructional content through connections to valued personal interests, or (3) drawing upon prior funds of knowledge of the topic. We provide hypotheses for the relatedness of context personalization to triggering and maintaining situational interest, and explore potential drawbacks of personalization, considering research on seductive details, desirable difficulties, and authenticity of connections to prior knowledge. We further examine four approaches to personalized learning – “fill-in-the-blank” personalization, matching instruction to individual topic interests, group-level personalization, and utility-value interventions. These approaches vary in terms of the depth of the personalization – whether simple, shallow connections are made to interest topics, or deep, meaningful connections are made to learners’ actual experiences. The consideration of depth also interacts with grain size – whether content is personalized based on the broader interests of a group, or the individual experiences of a particular learner. And finally, personalization interventions can have different levels of ownership – an instructor can generate the personalized connections, the connections can be made by the curriculum designers, or learners can take an active role in personalizing their own learning. Finally, we discuss the practical implementation issues when bringing context personalization interventions into K-12 classrooms. Personalization can be logistically difficult to implement, given that learners hold a diverse array of interests, and may experience each of those interests differently. In addition, particular types of instructional content may show greater sensitivity when personalization is implemented, and personalization may be most helpful for learners with certain background characteristics.

Originality/value

Realizing the promise of personalized learning is an unsolved problem in education whose solution becomes ever more critical as we confront a new digital age. Context personalization has the potential to bring together several well-established strands of research on improving student learning – research on the development of interest, funds of knowledge, and utility value – into one powerful intervention.

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Article
Publication date: 1 July 1937

THE following list of contracts placed by the Department (luring April is extracted from the May issue of The Ministry of Labour Gazette:

21

Abstract

THE following list of contracts placed by the Department (luring April is extracted from the May issue of The Ministry of Labour Gazette:

Details

Aircraft Engineering and Aerospace Technology, vol. 9 no. 7
Type: Research Article
ISSN: 0002-2667

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Book part
Publication date: 17 November 2011

Kathleen L. McGinn and Jeffrey T. Polzer

Environmental jolts and shifting membership challenge a group's efficacy and survival. Group identity is critical for a shared interpretation of and response to these challenges…

Abstract

Environmental jolts and shifting membership challenge a group's efficacy and survival. Group identity is critical for a shared interpretation of and response to these challenges, but external and internal changes may require corresponding changes in a group's core identity. In a qualitative study of longshoremen in San Pedro, California, we observe an evolution in group identity as we track communication spoken and printed in the hiring halls, on the docks, and during casual social interactions. The emphasis in the shared language gradually shifts from safety and solidarity to safety, collaboration, and economic power. The newly developed language supports and shapes the longshoremen's identity and provides an interpretive guide for how to react to and benefit from disruptive external events.

Details

Advances in Group Processes
Type: Book
ISBN: 978-0-85724-774-2

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Article
Publication date: 1 January 1979

Hannelore B. Rader

The following is an annotated bibliography of materials published in 1978 on orienting users to the library and on instructing them in the use of reference and other resources. A…

79

Abstract

The following is an annotated bibliography of materials published in 1978 on orienting users to the library and on instructing them in the use of reference and other resources. A few entries have a 1977 publication date and are included because information about them was not available in time for the 1977 review. Also some entries are not annotated because the compiler was unable to secure a copy of the information.

Details

Reference Services Review, vol. 7 no. 1
Type: Research Article
ISSN: 0090-7324

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