International Collaboration in Science and the Formation of a Core Group
1. Introduction An increasing share of scientific papers is co-authored by scientists from two or more nations. We suggest that international collaboration in science can be considered as a communications network that is different from national systems and has its own internal dynamics (Gibbons et al., 1994; Price, 1963; Ziman, 1994; Katz & Hicks, 1998; Wagner, forthcoming; Wagner & Leydesdorff, 2005b). 2. Data were harvested from the CD-Rom version of the Science Citation Index for articles, reviews, letters, and notes for 1990, 2000, and 2005. Table 1. For example, of the 1,011,363 records contained in the Science Citation Index 2005, only the 734,750 articles, reviews, and letters were considered. Collaboration was indicated by a co-authorship event at the document level. The co-authorship events were additionally placed into a symmetrical matrix where country names appear on both axes, with the number of co-occurrence events appearing in the corresponding cell. 3. Figure 1. 4. 5.
Concepts and Principles for Collaboration
Key Message Networks and partnerships are increasingly important for sustainable development, not just for the individual projects they undertake, but for the added value and the multiplier effect that they generate. The intersection of knowledge management, communications, collaboration and sustainable development IISD's work on knowledge networks began in 1995 when it co-sponsored the Maurice Strong-led Task Force on Priorities for Canadian Internationalism in the 21st Century. It soon became clear, though, that it would be impossible to establish networks of information without fostering networks of people. Collaboration comes in many shapes and sizes—from strategic alliances of one or two institutions, to vast social networks of individuals. Groups of institutions (which include partnerships and alliances), and Groups of individuals (which include communities of practice, research, knowledge and social networks). The success of these group efforts can be determined by: Key contributions
La collaboration des professionnels de l’enseignement et la réussite des élèves ayant des troubles d’apprentissage : Un examen de la recherche
Ajouter aux Favoris Chris Mattatall et Keith Power Cliquez ici afin d’accéder la transcription de la vidéo. Mots-clés du résumé Introduction Depuis plusieurs décennies déjà, des chercheurs et des praticiens en éducation font valoir les avantages de la collaboration comme moyen d’améliorer la pratique d’enseignement et, finalement, le rendement des élèves (Goddard et coll., 2007; van Garderen et coll., 2012). Caractéristiques essentielles de la collaboration entre enseignants En 1992, Friend et Cook ont défini la collaboration entre enseignants de façon générale comme « une forme d’interaction directe entre au moins deux parties qui s’engagent volontairement et à égalité dans une prise de décisions partagée en vue d’atteindre un objectif commun ». Hargreaves et Shirley sont d’avis que les décisions concernant la pratique sont appuyées, et non dictées, par les données (2009, p. 92). Dans sa thèse de doctorat, Bunker (2008) décrit six caractéristiques clés d’une collaboration efficace, soit :
