Institutional Pressures on Primary Science and the New Ecosystem of Knowledge

2018 ◽  
pp. 243-257
Author(s):  
Elizabeth H. McEneaney
Keyword(s):  
Primary Science ◽  
Institutional Pressures

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

Primary Science: are there any reasons to be cheerful?

FORUM ◽  
2010 ◽  
Vol 52 (3) ◽  
pp. 381
Author(s):  
JANE TURNER
Keyword(s):  
Primary Science

How Do Institutional Pressures and Behavioral Intentions Affect Mobile Services Adoption?

2020 ◽  
Vol 51 (2) ◽  
pp. 82-100
Author(s):  
Owolabi Justine Abayomi ◽  
Xuehe Zhang ◽  
Xiaobao Peng ◽  
Shuliang Zhao
Keyword(s):  
Behavioral Intentions ◽  
Mobile Services ◽  
Institutional Pressures

Institutional pressures and supplier involvement: a perspective on sustainability

2021 ◽  
Author(s):  
Aitzaz Khurshid ◽  
Asif Muzaffar ◽  
Mohammed Khurrum S. Bhutta
Keyword(s):  
Institutional Pressures ◽  
Supplier Involvement

Why Do Firms Participate in Voluntary Environmental Programs? A Meta-Analysis of the Role of Institutions, Resources, and Program Stringency

2021 ◽  
pp. 108602662199006
Author(s):  
Peter Tashman ◽  
Svetlana Flankova ◽  
Marc van Essen ◽  
Valentina Marano
Keyword(s):  
Quality Management ◽  
Prior Experience ◽  
Meta Analysis ◽  
Institutional Pressures ◽  
Environmental Programs ◽  
Voluntary Environmental Programs ◽  
Management Standards ◽  
Trade Offs ◽  
The Impact

We meta-analyze research on why firms join voluntary environmental programs (VEPs) to assess the impact of program stringency, or the extent to which they have rigorous, enforceable standards on these decisions. Stringency creates trade-offs for firms by affecting programs’ effectiveness, legitimacy, and adoption costs. Most research considers singular programs and lacks cross program variation needed to analyze program stringency’s impact. Our meta-analysis addresses this by sampling 127 studies and 23 VEPs. We begin by identifying common institutional and resource-based drivers of participation in the literature, and then analyze how program stringency moderates their impacts. Our results suggest that strictly governed VEPs encourage participation among highly visible and profitable firms, and discourage it when informal institutional pressures are higher, and firms have prior experience with other VEPs or quality management standards. We demonstrate that VEP stringency has nuanced effects on firm participation based on the institutional and resource-based factors facing them.

scholarly journals ‘I’m not being paid for this conversation’: Uncovering the challenges of artist–academic collaborations in the neoliberal institution

2019 ◽  
Vol 23 (3) ◽  
pp. 317-333
Author(s):  
Alena Pfoser ◽  
Sara de Jong
Keyword(s):  
Collaborative Work ◽  
Knowledge Exchange ◽  
Academic Research ◽  
The Political ◽  
Institutional Pressures ◽  
Negative Effects ◽  
Collective Response ◽  
And Shifts ◽  
The Impact

Artist–academic collaborations are fuelled by increasing institutional pressures to show the impact of academic research. This article departs from the celebratory accounts of collaborative work and pragmatic toolkits for successful partnerships, which are dominant in existing scholarship, arguing for the need to critically interrogate the structural conditions under which collaborations take place. Based on a reflexive case study of a project developed in the context of Tate Exchange, one of the UK’s highest-profile platforms for knowledge exchange, we reveal three sets of (unequal) pressures, which mark artist–academic collaborations in the contemporary neoliberal academy: asymmetric funding and remuneration structures; uneven pressures of audit cultures; acceleration and temporal asymmetries. Innovations at the level of individual projects or partners can only mitigate the negative effects to a limited extent. Instead this article offers a systemic critique of the political economy of artist–academic collaborations and shifts the research agenda to developing a collective response.

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