Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

Attachment--and loss.

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

A number of studies have indicated that the successful pedagogical use of technology depends on teachers' attitudes and acceptance towards technology. In order to predict and understand teachers' technology use and acceptance, a well‐defined framework is essential. The purpose of the present paper attempts to explore a model to understand teacher acceptance of e‐learning technology. A self‐reported questionnaire was designed to examine teacher acceptance and attitude towards an online learning platform. Data were collected from 152 in‐service teachers who were studying in a part‐time teacher education program in Hong Kong. The Technology Acceptance Model (TAM) was used as the core framework for analysis while additional constructs were added in order to find a better model to understand teacher acceptance of e‐learning technology. A composite model including five constructs, namely, intention to use, perceived usefulness, perceived ease of use, subjective norm and computer self‐efficacy, were formed and t...

Exploring teacher acceptance of e‐learning technology

Teachers’ computer acceptance is an important factor to the successful use of computers in education. This article explores the gender differences in teacher computer acceptance. The Technology Acceptance Model (TAM) was used as the framework to determine if such differences are present. Survey questionnaires were administered to 186 preservice teachers, the questionnaire consists of two independent variables (perceived usefulness and perceived ease of use), together with the dependent variable (intention to use). The results of model testing using LISREL indicated that the two independent variables, perceived usefulness and perceived ease of use, directly affect the intention to computer use as stated in the TAM. Furthermore, significant gender differences in computer acceptance were also found: (a) perceived usefulness will influence intention to use computers more strongly for females than males, (b) perceived ease of use will influence intention to use computers more strongly for females than males, and (c) perceived ease of use will influence perceived usefulness more strongly for males than females. Impacts and implications to teacher professional development are also discussed.

Gender Differences in Teacher Computer Acceptance.

Accompanying the emergence of blog technology as a dominant online publishing paradigm is a growing interest in its educational benefits and applications. This study sets out to develop an empirically grounded framework for educational blogging in the context of teacher education. A working framework was first proposed that highlights four areas: self-expression, self-reflection, social interaction, and reflective dialogue. An exploratory study was then conducted to examine the framework by involving two groups of student teachers during their teaching practice. This study revealed that the salient values of blogs centered on emotionally charged and social-oriented individual expressions as well as self-reflection. The interactive functionality of blogs was used mostly for exchanging social support rather than reflective dialogue. A new dimension - blog-reading - has emerged through the investigation and been added to the original framework. The findings can contribute to a better understanding of the educational values of blogs and their meaningful applications as educational media.

Towards a framework for educational affordances of blogs

The Hong Kong Special Administrative Region (SAR) government launched a five‐year ICT strategy in schools in late 1998. This paper reports the findings of the analysis on models of change in 18 schools striving to integrate the use of ICT in teaching and learning across the school curriculum. The study shows that the strategy adopted by a school in instituting such change and the resulting variation of pedagogical practices using ICT is strongly dependent on the school leaders’ vision and understanding of the role and impact of ICT in the curriculum, their goals and objectives for ICT integration, as well as the history, culture and background of the school and its general vision and mission.

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ICT implementation and school leadership: Case studies of ICT integration in teaching and learning

The unique features and capabilities of online learning are built on the ability to connect to a wider range of learning resources and peer learners that benefit individual learners, such as through discussion forums, collaborative learning, and community building. The success of online learning thus depends on the participation, engagement, and social interaction of peer learners, which leads to knowledge sharing. Thus, without frequent and persistent interaction, it is doubtful whether knowledge sharing can take place in online learning. This study argues that theories about the development and maintenance of social relationships provide a theoretical foundation for understanding the motivation to engage in online knowledge sharing behavior. An Online Knowledge Sharing Model (OKSM) is proposed and empirically tested among undergraduate students using an online learning environment. The model introduces two new constructs - Perceived Online Attachment Motivation (POAM) and Perceived Online Relationship Commitment (PORC), which together explained 71 percent of the variance observed in self-reported online knowledge sharing behavior. The findings provide some explanations for the motivation to share knowledge, and have several implications for the design of the features and capabilities of online learning environments.

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Allan H. K. Yuen

Papers

Exploring teacher acceptance of e‐learning technology

Gender Differences in Teacher Computer Acceptance.

Towards a framework for educational affordances of blogs

ICT implementation and school leadership: Case studies of ICT integration in teaching and learning

Understanding Online Knowledge Sharing: An Interpersonal Relationship Perspective