The Experts below are selected from a list of 225405 Experts worldwide ranked by ideXlab platform
Jon Clausen - One of the best experts on this subject based on the ideXlab platform.
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beginning teachers technology use first year teacher development and the Institutional Context s affect on new teachers instructional technology use with students
Journal of research on technology in education, 2007Co-Authors: Jon ClausenAbstract:AbstractThis empirical research study addresses the issues of new teacher development and the role of the Institutional Context on new teachers’ instructional technology use. The study examines two first year teachers, their development during their initial year of classroom experience, and how the Institutional Context they entered affected their instructional decisions about technology use with students. Results underscore the challenges many beginning teachers face and how those challenges affect instructional decisions of beginning teachers. Results also stress the importance of the Institutional Context in valuing beginning teachers’ instructional decisions about technology use with students.
Ana Deletic - One of the best experts on this subject based on the ideXlab platform.
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the enabling Institutional Context for integrated water management lessons from melbourne
Water Research, 2013Co-Authors: Briony Cathryn Ferguson, Rebekah Ruth Brown, Niki Frantzeskaki, Fjalar J De Haan, Ana DeleticAbstract:There is widespread international acceptance that climate change, demographic shifts and resource limitations impact on the performance of water servicing in cities. In response to these challenges, many scholars propose that a fundamental move away from traditional centralised infrastructure towards more integrated water management is required. However, there is limited practical or scholarly understanding of how to enable this change in practice and few modern cities have done so successfully. This paper addresses this gap by analysing empirical evidence of Melbourne's recent experience in shifting towards a hybrid of centralised and decentralised infrastructure to draw lessons about the Institutional Context that enabled this shift. The research was based on a qualitative single-case study, involving interviews and envisioning workshops with urban water practitioners who have been directly involved in Melbourne's water system changes. It was found that significant changes occurred in the cultural-cognitive, normative and regulative dimensions of Melbourne's water system. These included a shift in cultural beliefs for the water profession, new knowledge through evidence and learning, additional water servicing goals and priorities, political leadership, community pressure, better coordinated governance arrangements and strong market mechanisms. The paper synthesises lessons from the case study that, with further development, could form the basis of prescriptive guidance for enabling the shift to new modes of water servicing to support more liveable, sustainable and resilient outcomes for future cities.
Mike Wright - One of the best experts on this subject based on the ideXlab platform.
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Cross-border private equity syndication : Institutional Context and learning
Journal of business venturing, 2011Co-Authors: Miguel Meuleman, Mike WrightAbstract:Private equity (PE) has become an increasingly international phenomenon but there is a lack of research that looks at the process by which PE firms invest across borders. We aim to fill this gap in the literature by examining the role of Institutional Context and organizational learning as determinants of cross-border PE syndication. We examine these issues by studying the international expansion by later-stage UK PE investors into continental Europe over the period 1990 to 2006. Our results indicate that Institutional Context (in terms of the number of PE firms in the local environment and the presence of investment bankers in the local market) and organizational learning (in terms of the PE firm's experience in the host country; the PE firm's multinational experience; and the number of investment managers per portfolio company; but not the presence of local offices) are significantly related to the use of cross-border syndicates. Implications for theory and practice are suggested.
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Cross-border private equity syndication: Institutional Context and learning
Journal of Business Venturing, 2011Co-Authors: Miguel Meuleman, Mike WrightAbstract:Private equity (PE) has become an increasingly international phenomenon but there is a lack of research that looks at the process by which PE firms invest across borders. We aim to fill this gap in the literature by examining the role of Institutional Context and organizational learning as determinants of cross-border PE syndication. We examine these issues by studying the international expansion by later-stage UK PE investors into continental Europe over the period 1990 to 2006. Our results indicate that Institutional Context (in terms of the number of PE firms in the local environment and the presence of investment bankers in the local market) and organizational learning (in terms of the PE firm's experience in the host country; the PE firm's multinational experience; and the number of investment managers per portfolio company; but not the presence of local offices) are significantly related to the use of cross-border syndicates. Implications for theory and practice are suggested.
Briony Cathryn Ferguson - One of the best experts on this subject based on the ideXlab platform.
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the enabling Institutional Context for integrated water management lessons from melbourne
Water Research, 2013Co-Authors: Briony Cathryn Ferguson, Rebekah Ruth Brown, Niki Frantzeskaki, Fjalar J De Haan, Ana DeleticAbstract:There is widespread international acceptance that climate change, demographic shifts and resource limitations impact on the performance of water servicing in cities. In response to these challenges, many scholars propose that a fundamental move away from traditional centralised infrastructure towards more integrated water management is required. However, there is limited practical or scholarly understanding of how to enable this change in practice and few modern cities have done so successfully. This paper addresses this gap by analysing empirical evidence of Melbourne's recent experience in shifting towards a hybrid of centralised and decentralised infrastructure to draw lessons about the Institutional Context that enabled this shift. The research was based on a qualitative single-case study, involving interviews and envisioning workshops with urban water practitioners who have been directly involved in Melbourne's water system changes. It was found that significant changes occurred in the cultural-cognitive, normative and regulative dimensions of Melbourne's water system. These included a shift in cultural beliefs for the water profession, new knowledge through evidence and learning, additional water servicing goals and priorities, political leadership, community pressure, better coordinated governance arrangements and strong market mechanisms. The paper synthesises lessons from the case study that, with further development, could form the basis of prescriptive guidance for enabling the shift to new modes of water servicing to support more liveable, sustainable and resilient outcomes for future cities.
Mariette De Haan - One of the best experts on this subject based on the ideXlab platform.
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parent teacher conferences in dutch culturally diverse schools participation and conflict in Institutional Context
Learning Culture and Social Interaction, 2014Co-Authors: Egmond Elbers, Mariette De HaanAbstract:Abstract In The Netherlands, the transition from primary to secondary education is prepared by formal talks between teachers and parents. The purpose of these conferences is to discuss the child's score on the national CITO test and the teacher's recommendation for the child's track in secondary school. We recorded, transcribed and analyzed 33 conferences at two multi-ethnic primary schools. Participation with migrant parents was often hampered by their insufficient skills in the Dutch language. In 14 conferences, disagreements occurred about the recommended level for the child or the teacher's characterization of the child. Dutch parents and migrant parents with a high level of education succeeded in solving the disagreement by making compromises with the teacher. Other migrant parents had to accept the teacher's conditions or acquiesce in the teacher's point of view. The conflicts unveiled differences in educational ideas and in views about the responsibilities of the school and the parents. It is proposed that the differences between teacher and parent cannot be explained solely by referring to pre-given cultural positions and practices. We interpret the conferences as an Institutional Context in which participants strategically shape their contributions, in some conferences to avoid conflict, in others to emphasize differences.
