Zeitschriftenartikel: „Funds of knowledge“

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Poole, Adam. „Funds of Knowledge 2.0: Towards digital Funds of Identity“. Learning, Culture and Social Interaction 13 (Juni 2017): 50–59. http://dx.doi.org/10.1016/j.lcsi.2017.02.002.

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2

Folk, Amanda L. „Drawing on students’ funds of knowledge“. Journal of Information Literacy 12, Nr. 2 (04.12.2018): 44. http://dx.doi.org/10.11645/12.2.2468.

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Despite programmes and initiatives intended to enable access to higher education for underrepresented students, higher education in the United States suffers from a persistent social class achievement gap. Although research exists about the social and academic factors that contribute to the social class achievement gap, one ubiquitous practice in higher education has been neglected – the research assignment. In this article, I share a subset of findings from a qualitative study that explores first-generation college students’ experiences with research assignments in college. In particular, I present four case studies of participants who relied on their identities and prior knowledge to successfully a complete research assignment. Finally, I introduce the funds of knowledge concept, which honours students’ identities and lived experiences, to provide a conceptual approach for engaging underrepresented and minoritised students through research assignments.

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Oughton, Helen. „Funds of knowledge—a conceptual critique“. Studies in the Education of Adults 42, Nr. 1 (März 2010): 63–78. http://dx.doi.org/10.1080/02660830.2010.11661589.

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4

Schenkel, Kathleen, Angela Calabrese Barton, Chelsey Wiersma, Olivia Eiden, Edna Tan und Scott Calabrese Barton. „An Engineering Funds of Knowledge Framework“. Science and Children 58, Nr. 6 (Juli 2021): 46–53. http://dx.doi.org/10.1080/19434812.2021.12291694.

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5

Levine, Sarah, und Anna Sigvardsson. „Insights into Teachers' Funds of Knowledge:“. L1-Educational Studies in Language and Literature 23, Nr. 2 (29.12.2023): 1–27. http://dx.doi.org/10.21248/l1esll.2023.23.2.557.

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Over more than a century of formal schooling in literature, generations of students have become acculturated to authoritative school-based discourses that devalue everyday literary practices. However, research indicates that when students draw on their everyday practices in the classroom, they engage in rich literary reading experiences. In the current study, we argue that school-based discourses may limit teachers just as they limit students, and that teachers’ literary funds of knowledge may be another potentially powerful resource for closing the distance between school and everyday reading. Drawing on social and literary metaphors of distance and closeness, we compared the discussions of the same teachers reading the same poems in personal (book club) and professional (lesson planning) settings. Analysis showed that teachers’ literary stances differed across conditions. For instance, in the book club condition, teachers were more than twice as likely to enact a close stance when reading—immersing themselves in the text-world and empathizing with characters. We recommend that researchers and teacher educators attend more closely to and make visible the constraints of school-based discourses and the value of everyday funds of knowledge—not just for students, but for teachers.

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Fránquiz, María E., Alba A. Ortiz und Gilberto P. Lara. „Enlaces prometedores: Funds of Knowledge and Funds of Identity“. Bilingual Research Journal 44, Nr. 4 (02.10.2021): 405–8. http://dx.doi.org/10.1080/15235882.2022.2057767.

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7

Williams, Julie J., Jeanne Tunks, Ricardo Gonzalez-Carriedo, Eileen Faulkenberry und Wendy Middlemiss. „Supporting Mathematics Understanding Through Funds of Knowledge“. Urban Education 55, Nr. 3 (15.06.2016): 476–502. http://dx.doi.org/10.1177/0042085916654523.

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The purpose of this qualitative study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children’s mathematics learning through funds of knowledge. Participants contributed to their children’s mathematics learning by promoting the five National Council of Teachers of Mathematics process standards—problem solving, reasoning and proof, communication, connection, and representation. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children’s mathematics learning at home and school activities.

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Dugan, Thad, Rose Ylimaki und Jeffrey Bennett. „Funds of Knowledge and Culturally Responsive Leadership“. Journal of Cases in Educational Leadership 15, Nr. 3 (September 2012): 56–65. http://dx.doi.org/10.1177/1555458912461317.

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9

González, Norma. „The Funds of Knowledge for Teaching Project“. Practicing Anthropology 17, Nr. 3 (01.07.1995): 3–6. http://dx.doi.org/10.17730/praa.17.3.a036jlq42223625p.

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Although multicultural education has been bandied about in policy arenas for decades, substantive contributions by anthropologists have been limited. Yet anthropologists, above all other social researchers, have insights to offer on cultural phenomena, the processes of social change, and the educational implications of ethnic diversity.

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Esteban-Guitart, Moisès, und Luis C. Moll. „Funds of Identity: A new concept based on the Funds of Knowledge approach“. Culture & Psychology 20, Nr. 1 (März 2014): 31–48. http://dx.doi.org/10.1177/1354067x13515934.

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11

Hogg, Linda, und Monique Volman. „Funds of identity“. New Zealand Annual Review of Education 26 (01.07.2021): 175–83. http://dx.doi.org/10.26686/nzaroe.v26.6933.

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This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, and applications, with a focus on its theoretical origins and application in education. Funds of identity (FoI) theory aims to complement the funds of knowledge (FoK) conceptual framework that draws attention to knowledge and competencies of minoritised students. Funds of identity theory is distinctive because of its focus on funds that are defined as significant by students themselves. Grounded in Vygotskian perspectives on identity, funds of identity scholarship offers a conceptual framework and concrete methods for the enactment of education that is personally meaningful. The paper concludes by exploring the relevance of FoI theory within the New Zealand setting, especially to support social justice for Māori learners.

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Moll, Luis C. „Elaborating Funds of Knowledge: Community-Oriented Practices in International Contexts“. Literacy Research: Theory, Method, and Practice 68, Nr. 1 (26.08.2019): 130–38. http://dx.doi.org/10.1177/2381336919870805.

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This article discusses a sociocultural approach we have developed, which we refer to as funds of knowledge. The emphasis of the funds of knowledge work has been to develop both theory and methods through which educators can approach and document the funds of knowledge of families and re-present them on the bases of the knowledge, resources, and strengths they possess, thus challenging deficit orientations that are so dominant, in particular, in the education of working-class children. In this article, I present a translocation view of funds of knowledge and what we can learn theoretically and methodologically from this body of work. I review four studies conducted in different countries and sociocultural contexts. In each context, the researchers reorient the concept of funds of knowledge to address issues germane to their settings. The four studies from New Zealand, Spain, Australia, and Uganda used funds of knowledge to generate new ideas and positionalities regarding work with teachers, students, and families. None of the projects simply replicated the original studies conducted in the United States. The four studies documented empirically and represent pedagogically families and students as resourceful and helped educators arrange environments that are academically sound and strongly oriented to building on such resources for learning.

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Zipin, Lew. „Dark funds of knowledge, deep funds of pedagogy: exploring boundaries between lifeworlds and schools“. Discourse: Studies in the Cultural Politics of Education 30, Nr. 3 (September 2009): 317–31. http://dx.doi.org/10.1080/01596300903037044.

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Álvarez, Adriana. „Connecting Funds of Knowledge to Funds of Identity through a Bilingual Multimodal Project-Based Approach“. Revista Internacional de Educación para la Justicia Social 10, Nr. 1 (28.05.2021): 105–24. http://dx.doi.org/10.15366/riejs2021.10.1.007.

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This study analyzed how bilingual multimodal projects that children and families from Mexican immigrant backgrounds created together facilitated expressions of their funds of knowledge and funds of identity as part of classroom instruction. Twenty-two students and their families participated creating biliteracy family projects that integrated their lives, experiential knowledge and bilingualism into classroom learning in their first-grade bilingual classroom in a U.S. school. Drawing from a sociocultural theoretical lens informed by funds of knowledge, funds of identity and multimodal social semiotics perspectives, children’s projects depicted their transnational experiences and their close family networks of support as important funds of knowledge in their lives. Findings illustrate how children internalized these experiences as funds of identity, which included their self-expressions and identity constructions that asserted 1) their Mexican heritage and cultural simultaneity, 2) their roles to maintain family ties and contribute to the family’s well-being, and 3) their future selves and aspirations. A culturally sustaining project-based approach toward inviting and integrating children’s funds of knowledge and funds of identity can afford pedagogical advances that also foster family collaboration and challenge deficit ideologies by illuminating the depth and richness of children’s experiences, and how these are incorporated to construct their identities.

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Gonzalez, Norma, Luis C. Moll, Martha Floyd Tenery, Anna Rivera, Patricia Rendon, Raquel Gonzales und Cathy Amanti. „Funds of Knowledge for Teaching in Latino Households“. Urban Education 29, Nr. 4 (Januar 1995): 443–70. http://dx.doi.org/10.1177/0042085995029004005.

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Barton, Angela Calabrese, und Edna Tan. „Funds of knowledge and discourses and hybrid space“. Journal of Research in Science Teaching 46, Nr. 1 (Januar 2009): 50–73. http://dx.doi.org/10.1002/tea.20269.

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Castillo, Karol, Luz Dary Cárdenas und Sandra Lastra. „Constructing Community Knowledge by Exploring a Group of High School Students’ Funds of Knowledge“. Profile: Issues in Teachers' Professional Development 25, Nr. 2 (28.07.2023): 129–46. http://dx.doi.org/10.15446/profile.v25n2.102348.

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This two-cycle action research explores how Colombian students from rural and urban areas construct community knowledge by exploring funds of knowledge using dialogue journals. Thirty-three seventh graders from an urban school participated in the first phase and 19 sixth graders from a rural school and 18 eighth graders from an urban school in the second phase. Data were gathered through journals, artifacts, audio recordings, narratives, focus groups, and interviews. Results revealed how students learned to see and re-signify their communities and territory by exploring the knowledge held by their families and community members. Then dialogue journals were valuable tools to verbalize and communicate their perceptions and understandings about their communities and funds of knowledge.

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Cho, Seonhee, und Youngjoo Yi. „Funds of Knowledge and Cultural Capital: Working toward Diversity and Equity of Knowledges“. Applied Linguistics 41, Nr. 5 (26.12.2018): 810–15. http://dx.doi.org/10.1093/applin/amy062.

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Abstract In this Forum article, we discuss issues emerging from utilizing two significant theoretical constructs, Funds of Knowledge and Cultural Capital, in the field of second/multilingual language studies. Some similar underlying characteristics yet opposite perspectives surrounding the concepts and theoretical applications have confused researchers and practitioners. Hence, we address three major issues related to social class-based knowledge distinction, little consideration of diversity and agency, and lack of empirical evidence on the convertibility and transferability of knowledges. Through the discussions, we pose important questions to seek diversity and equity of knowledges and urge applied linguists to raise their critical awareness of recognition and use/exchange value of second/multilingual learners’ resources and knowledges.

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Kajamaa, Anu, Kristiina Kumpulainen und Antti Rajala. „A digital learning environment mediating students' funds of knowledge and knowledge creation“. Studia paedagogica, Nr. 4 (2018): [49]—66. http://dx.doi.org/10.5817/sp2018-4-3.

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20

Rios-Aguilar, Cecilia, Judy Marquez Kiyama, Michael Gravitt und Luis C. Moll. „Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge“. Theory and Research in Education 9, Nr. 2 (Juli 2011): 163–84. http://dx.doi.org/10.1177/1477878511409776.

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Educational researchers have assumed that the concept of funds of knowledge is related to specific forms of capital. However, scholars have not examined if and how these theoretical frameworks can complement each other when attempting to understand educational opportunity for under-represented students. In this article, we argue that a funds of knowledge approach should also be studied from a capital perspective. We claim that bridging funds of knowledge and capital has the potential to advance theory and to yield new insights and understandings of students’ educational opportunities and experiences. Finally, we provide a discussion of key processes — (mis)recognition, transmission, conversion, and activation/mobilization — to which educational researchers need to pay closer attention when attempting to understand the attainment of goals in under-represented students’ lives.

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Urban, Dariusz. „The Color of Government Money. Do Investors Differently Value the Investment of Sovereign Wealth Funds?“ e-Finanse 13, Nr. 1 (01.11.2017): 25–34. http://dx.doi.org/10.1515/fiqf-2016-0016.

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AbstractThe article aims at pointing out the differences in market reactions regarding the announcement of an investment of selected Sovereign Wealth Funds in companies listed on the London Stock Exchange. The research sample consists of 796 market transactions made by four selected Sovereign Wealth Funds. The author employed event study methodology to calculate the average abnormal returns and cumulative abnormal returns for each fund in subsamples. The empirical findings suggest that investors react differently to the information about a fund’s investment. To the best of the author’s knowledge, the literature does not provide any answer as to how the market reacts to information disclosure of individual funds. Therefore, this paper bridges the gap in the literature within this field.

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Dwiprakasa, Bernadus, und Christiana Fara Dharmastuti. „KARAKTERISTIK REKSA DANA DAN KINERJA REKSA DANA SAHAM DI INDONESIA“. Jurnal Manajemen 13, Nr. 1 (01.05.2016): 94–116. http://dx.doi.org/10.25170/jm.v13i1.810.

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A mutual fund is one of the interesting alternative modes of investment models for the investors that do not have much time, knowledge and expertise in calculating the risk and investment return. This study is aimed to understand the influence of the mutual fund’s characteristics: the expense ratio, fund size, turnover ratio, and the mutual fund’s age towards the mutual fund’s performance in Indonesia. This study has been conducted using the Fixed Effect Model with the White cross-section as the coefficient covariance method at 34 active equity mutual funds that existed in Indonesia during the 2012-2013 period. The result of this study has indicated that the expense ratio and the multi fund’s age have a significant negative towards the the equities mutual funds in Indonesia while the fund size and the turnover ratios have a significant positive influence towards the the equity’s mutual fund’s performance in Indonesia.

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Kaur, Inderjit. „Mutual fund investor’s behaviour towards information search and selection criteria“. Qualitative Research in Financial Markets 10, Nr. 4 (05.11.2018): 395–414. http://dx.doi.org/10.1108/qrfm-09-2017-0084.

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PurposeThe fund selection process of investors in a mutual fund needs to be understood for designing better marketing strategies. Knowledge and perception about the mutual funds can affect investor’s behaviour towards information search and selection criteria during the decision process. Therefore, this study aims to examine Indian mutual fund investors under the framework of Theory of Planned Behaviour and consumer’s behaviour model.Design/methodology/approachThe data have been collected from mutual fund investors in the National Capital Region–Delhi, India, through structured questionnaire. The collected data were examined with relevant statistical tools.FindingsKnowledge and perception affect information search behaviour of the investor. Investors having better knowledge of mutual funds access impersonal sources of information and performance of fund affects their choice, whereas investors having lesser knowledge of mutual fund take advice of experts and select funds based on fund characteristics. Investors with better return perception for mutual funds ignore performance as selection criteria, whereas investors having poor risk perception tend to reduce their bias by accessing personal sources of information. Education and income of investor affect knowledge and perception of mutual funds.Practical implicationsThe financial advisor-driven investors ignore performance as selection criteria and could lead to dissatisfaction later. Therefore, to make the industry investor driven, mutual funds need to focus on improving the knowledge of investors.Originality/valueThis paper shows the unique effect of knowledge and perception on information search behaviour of investors towards mutual funds. The knowledgeable investor selects mutual funds by understanding all risks and benefits.

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Ewing, Bronwyn. „Funds of Knowledge of Sorting and Patterning: Networks of Exchange in a Torres Strait Island Community“. Australian Journal of Indigenous Education 41, Nr. 2 (Dezember 2012): 131–38. http://dx.doi.org/10.1017/jie.2012.20.

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This article focuses on the funds of knowledge that are mathematical in nature and how they might be used to support parents and children with their learning of mathematics that is taught and learned in the early years of school. Funds of knowledges are those that have been historically and culturally accumulated into a body of knowledge and skills essential for people's functioning and wellbeing. Drawing on community research design, where the process of learning is owned and framed by the community and its people, a consultative meeting was held to discuss the pilot project.

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Kalra, Komal. „Investment Compliance in Hedge Funds using Zero Knowledge Proofs“. Journal of The British Blockchain Association 4, Nr. 1 (01.04.2021): 1–9. http://dx.doi.org/10.31585/jbba-4-1-(9)2021.

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Denton, Maya, und Maura Borrego. „Funds of Knowledge in STEM Education: A Scoping Review“. Studies in Engineering Education 1, Nr. 2 (12.02.2021): 93. http://dx.doi.org/10.21061/see.19.

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Daniel, Mayra C., und Ximena D. Burgin. „Exploring the Funds of Knowledge with 108 Guatemalan Teachers“. GiST Education and Learning Research Journal 18 (21.06.2019): 142–60. http://dx.doi.org/10.26817/16925777.446.

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Using a reflective exercise designed for this study, Guatemalan educators explored their students’ and their own cultural capital. The cultural capsule exercise served as a vehicle to bring delicate issues that are difficult to discuss, but that are essential to effective schooling, to reflective conversations. A total of 108 teachers went beyond identifying problems and detailing frustrations, to exploring possibilities for action. Participants converged in sharing perspectives that Guatemala is a culture of silence, and used examples to illustrate how this perpetuates the limitations of the country’s schoolhouse. Findings reveal the teachers were challenged to focus on what can be accomplished. Qualitative data analyzes, conducted using symbolic convergence theory to establish recurrent and idea generation, suggest a need for further examination of how the sociocultural educational mandates delimit teachers’ ability to adjust the curriculum in consideration of learners’ funds of knowledge. Keywords: teachers’ voices, cultural capital, funds of knowledge, reflective educators, diverse indigenous cultures of Guatemala Resumen Docentes de una comunidad de Guatemala examinaron el capital cultural de sus estudiantes y de si mismos, usando un ejercicio desarrollado para este estudio. El ejercicio de la cápsula cultural sirvió de vehículo para aportar a la conversación temas que, aunque delicados y difíciles de aproximar, son esenciales para establecer sistemas escolares efectivos. Un total de 108 maestros compartieron y detallaron sus frustraciones, y comenzaron a explorar cambios que ellos mismos podrían llevar a cabo. Los participantes convergieron en sus ideas para verificar sus puntos de vista que Guatemala es una cultura de silencio. Ellos ofrecieron ejemplos que detallaron el por qué, este silencio perpetúa y limita la escolarización. Datos cualitativos, documentados usando la teoría de la convergencia simbólica, se usaron para establecer temas que se repitieron y generaron ideas. Investigaciones futuras han de examinar el contexto educacional y sociocultural que evidentemente delimita cómo en Guatemala los maestros y sus estudiantes se desenvuelven en las escuelas, y consideran sus fondos de conocimientos. Palabras Claves: voces de los maestros, el capital cultural, educación liberatoria, culturas indígenas de Guatemala

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Sebolt, Stephanie. „Capitalizing on Funds of Knowledge to Support Family Engagement“. Kappa Delta Pi Record 54, Nr. 3 (03.07.2018): 130–34. http://dx.doi.org/10.1080/00228958.2018.1481660.

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Civil, Marta. „STEM learning research through a funds of knowledge lens“. Cultural Studies of Science Education 11, Nr. 1 (21.10.2014): 41–59. http://dx.doi.org/10.1007/s11422-014-9648-2.

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Marshall, Elizabeth, und Kelleen Toohey. „Representing Family: Community Funds of Knowledge, Bilingualism, and Multimodality“. Harvard Educational Review 80, Nr. 2 (23.06.2010): 221–42. http://dx.doi.org/10.17763/haer.80.2.h3446j54n608q442.

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In this article, Elizabeth Marshall and Kelleen Toohey use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students in a Canadian elementary school. Using MP3 players, students first recorded and then translated their grandparents' stories of life in India into picture books to serve as cultural resources in their school community. In retelling their grandparents' stories, students drew on a multiplicity of ancestral,globalized, and Western discourses in their textual and pictorial illustrations. The authors examine what happens when the funds of knowledge that students bring to school contradict normative, Western understandings of what is appropriate for children and how school might appropriately respond to varying community perceptions of good and evil.

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VÉLEZ-IBÁÑEZ, CARLOS G. „The Challenge of Funds of Knowledge in Urban Arenas.“ Annals of the New York Academy of Sciences 749, Nr. 1 The Anthropol (Juli 1995): 253–80. http://dx.doi.org/10.1111/j.1749-6632.1995.tb17399.x.

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Waddington, Julie, Carina Siqués, Maria Carolà Vilà und Maria Nieves Jimenez Moreno. „A funds of knowledge approach to promoting school engagement“. Revista Psicologia em Pesquisa 14, Nr. 1 (30.05.2020): 132–48. http://dx.doi.org/10.34019/1982-1247.2020.v14.27698.

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Research shows that the exclusion of families’ funds of knowledge (FoK) from the curriculum contributes to low levels of school engagement. This study is part of an ongoing research project aiming to promote school engagement among students from immigrant backgrounds through the strategic use of FoK. We provide an overview of the project design and explain how it has been implemented in the specific context of early childhood education in a school in Catalonia. A qualitative approach is used to assess the effect of the process from the teacher perspective, contrasting positive aspects with some of the difficulties experienced. We conclude that including families’ FoK in pedagogical practice can contribute towards improving student engagement and fostering more inclusive educational environments.

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Razfar, Aria, und Ambareen Nasir. „Repositioning English Learners’ Funds of Knowledge for Scientific Practices“. Theory Into Practice 58, Nr. 3 (20.06.2019): 226–35. http://dx.doi.org/10.1080/00405841.2019.1599231.

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González, Norma, und Luis C. Moll. „Cruzando El Puente: Building Bridges to Funds of Knowledge“. Educational Policy 16, Nr. 4 (September 2002): 623–41. http://dx.doi.org/10.1177/0895904802016004009.

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Kuo, Hsiao‐Chin. „Crossing and Understanding: Funds of Knowledge among Romani Households“. Anthropology & Education Quarterly 51, Nr. 4 (03.09.2020): 459–76. http://dx.doi.org/10.1111/aeq.12356.

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Wilson-Lopez, Amy, Joel Alejandro Mejia, Indhira María Hasbún und G. Sue Kasun. „Latina/o Adolescents' Funds of Knowledge Related to Engineering“. Journal of Engineering Education 105, Nr. 2 (April 2016): 278–311. http://dx.doi.org/10.1002/jee.20117.

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Phillip, Paul Anak, und Nurazidawati Mohamad Arsad. „Marginalised Students’ Funds of Knowledge in Teaching and Learning Science: A Systematic Literature Review“. International Journal of Social Science Research 11, Nr. 1 (27.12.2022): 88. http://dx.doi.org/10.5296/ijssr.v11i1.20622.

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Funds of knowledge refer to the historically accumulated and culturally developed bodies of knowledge and skills essential for household and individual functioning and well-being. Teachers face students from different backgrounds in the classroom. In order to provide the best possible education for all the students in a classroom, teaching practices must reflect an authentic sense of caring for a child in a way that recognises the importance of the utilisation of marginalised students’ fund of knowledge. Hence, reviewing existing literature systematically is very important for finding the gaps in using marginalised students’ funds of knowledge in science teaching and learning. A systematic Literature Review (SLR) is conducted to identify the type of funds of knowledge that can be used in science teaching and learning processes. Out of 321 articles identified from Scopus and Web of Science (WoS) databases, 28 articles were selected for the systematic review process. The finding of the analysis shows nine types of funds of knowledge that can be used in teaching and learning science, particularly for marginalised students. This research and its finding are expected to provide insight and information on the type of funds of knowledge for marginalised students that can be utilised in science education and contribute to the improved quality of science education in general.

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Kumawat, Sonal, Hemraj Kumawat, Vaishali Sharma, Pooja Verma und Priyanka. „Mutual Funds“. GIS Business 14, Nr. 4 (13.07.2019): 201–8. http://dx.doi.org/10.26643/gis.v14i4.6241.

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The Indian mutual fund industry witnessed a remarkable performance in the past 30 years. After independence, with the joint effort of the Indian government and the Reserve Bank of India, the establishment of Unit Trust of India marked the beginning of the mutual fund industry in India. With the opening of mutual fund industry in India, investors started taking the advantage of multiple investment opportunities. This leads to increase in savings to the funds along with banks. Mutual funds have given consistent favorable returns over the past year despite of slow growth. For making an investment in a highly sophisticated and complex financial market, investors need the support of financial experts to take an informed decision. These financial experts are mutual funds who act as an intermediary. Association of Mutual Funds in India is established to protect the interests of mutual funds along with its unit holders and to ensure the development of Indian mutual fund industry on ethical and professional lines. Today, investors prefers to invest in mutual funds amongst other investment options as mutual funds ensures protection of their interest by making an optimum investment decision making. Investment in mutual funds proved to be advantageous to those investors who are ready to take higher risk in order to earn higher return but they lack adequate knowledge of the market.

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Andree, Maria, und Lotta Lager-Nyquist. „‘What do you know about fat?’ Drawing on Diverse Funds of Knowledge in Inquiry Based Science Education“. Nordic Studies in Science Education 8, Nr. 2 (01.09.2012): 178–93. http://dx.doi.org/10.5617/nordina.526.

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Connecting students’ worlds, knowledge and experiences with school science has been a central issue in science education research. Here, we conceptualize processes of drawing on students’ personal experiences and knowledge in terms of ‘funds of knowledge’. We scrutinize two sixth grade classroom practices where the inquiry curriculum reform effort, Naturvetenskap och teknik för alla (NTA), is used. This curriculum material explicitly incorporates ideas of ‘learning science from experience’. Our aim is to contribute to a discussion on what conditions of inquiry based science education (IBSE) practices may open up opportunities for science to become personally relevant to students. The research question investigated is: What do students do when they draw on funds of knowledge that are related to students’ memberships and experiences out-of-school in IBSE pratices? We then use Cultural-Historical Activity Theory framework to analyze how students’ actions of drawing on different funds of knowledge gain meaning in relation to different cultural-historical motives. Our findings indicate that students, when positioning themselves as part of different communities in relation to different goals and overall motives, make use of quite different funds of knowledge. Finally, we discuss possibilities for expanding and acknowledging students’ funds of knowledge when working with investigations in the science classroom.

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Goryainova, Liudmila, Tatiana Maksimova, Olga Zhdanova und Mariia Ermilova. „Possible ways to attract private investment in a knowledge-based economy“. E3S Web of Conferences 159 (2020): 06013. http://dx.doi.org/10.1051/e3sconf/202015906013.

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The article substantiates the role of education, puts forward and confirms the hypothesis of the importance and necessity of social partnership for financing and developing education in a knowledge-based economy. To confirm the hypotheses put forward, the evolution of the concepts of social interaction and social responsibility is studied, the laws of social partnership in a knowledge-based economy are substantiated, which allows using the triple helix model to show the need for interaction between the state, universities and corporations to advance along the path of innovative development. The lack of budget funds for the development of education requires the search for other sources of financing of infrastructure facilities for education. The article discusses the use of concessions as a form of public-private partnership in preschool education, which has recently found application in Russia. Based on the study of international best practices, the authors propose using investment funds, in particular, the mechanism of the impact of investment in education as a promising technology.. One of the solutions to these problems is the mutual investment of funds in intellectual property. The formation of endowment funds for financing education and innovation in the knowledge-based economy is also widespread.

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Thakan, Somya, Aditya Mehta, Deepika Verma und Lakhan Singh. „A mixed-method study to evaluate the knowledge and marshalling of untied funds in rural area“. International Journal Of Community Medicine And Public Health 10, Nr. 3 (28.02.2023): 1203–6. http://dx.doi.org/10.18203/2394-6040.ijcmph20230640.

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Background: NRHM provides health facilities with unlimited flexible funds to improve the quality of care, in addition to funds for the upkeep and improvement of health facilities, human resources (contractual appointments), equipment, supplies, and medicine, training, and capacity building. The Untied Funds (to be used at the discretion of the facility in charge, primarily as a contingency fund). This study was conducted to gain a better understanding of the financing strategy, knowledge, facilitators, and barriers to underutilization of untied funds. Methods: A mixed-methods study was carried out to determine the utilisation patterns and knowledge of health workers about untied fund. A qualitative study that used a grounded theory approach to identify the facilitators and barriers to effective use of Untied funds. RHTC-Mandawar and its six subcenters were included in our study. Results: The entire mixed-method study clearly demonstrated the barriers and facilitators observed at the subcenter sites. Because health workers were understaffed and overburdened with work, their knowledge was also alarmingly low. Furthermore, no refresher training was provided to them. Finance, a tricky aspect of this programme, was handled with extreme caution. Conclusions: Before untied funds lapse, they must be reviewed and monitored. Refresher training and detailed guidelines are required before funds can be used to improve the health facility and provide additional services to beneficiaries.

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Horton, Michelle. „Funds of Knowledge at San Basilio de Palenque : A path for preserving its identity“. International Journal of Multicultural Education 24, Nr. 3 (29.12.2022): 1–29. http://dx.doi.org/10.18251/ijme.v24i3.3293.

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This case study examines how teachers preserve and foster the funds of knowledge students bring to school in the Palenque community. Data were collected using the funds of knowledge Matrix instrument, open-ended questions, interviews, and participant observation. An analysis of data was done using a domain analysis process, a category of cultural meanings. The findings included the creation of three new categories: ethnobotany, Kuagros, and Kulum. The study identified teachers' educational practices that fit the culturally relevant/responsive profile. These involve rethinking curriculum, instruction, what funds of knowledge are and a more ethnographic approach to education.

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Humphery-Jenner, Mark. „Diversification in Private Equity Funds: On Knowledge Sharing, Risk Aversion, and Limited Attention“. Journal of Financial and Quantitative Analysis 48, Nr. 5 (Oktober 2013): 1545–72. http://dx.doi.org/10.1017/s0022109013000501.

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AbstractThis paper examines diversification as a source of value creation and destruction in private equity (PE) funds. Previous literature has focused on the “diversification discount” in corporations. However, in PE funds, diversification might increase returns by ameliorating managerial risk aversion and facilitating knowledge sharing. I examine a sample of 1,505 PE funds and show that industry and geographic diversification can increasePE fund returns. This is likely due to knowledge sharing and learning, not merely risk reduction. Diversification can reduce returns if it spreads staff too thinly across industries or is motivated by risk aversion rather than performance bonuses.

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Paula, Jéssica Santos de, und Robert Aldo Iquiapaza. „Investment fund selection techniques from the perspective of Brazilian pension funds“. Revista Contabilidade & Finanças 33, Nr. 88 (April 2022): 167–82. http://dx.doi.org/10.1590/1808-057x202113250.

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ABSTRACT The aim of this article was to evaluate the effectiveness of investment fund selection techniques from the perspective of Brazilian pension funds. Asset liability management (ALM) and liability driven investment (LDI) strategies are usually adopted to guide pension fund managers in relation to strategic allocation in asset classes that should compose their investment portfolios and to the liquidity needed in each period, but not specifying in which assets to allocate resources from among the infinity of assets available in the financial market. This article contributes to tactical management in the fixed income and stock segments outsourced via funds and demonstrates that adopting simple indicators can increase investment performance. The article broadens the knowledge on pension fund investment decisions and creates confidence in the adoption of the Sharpe ratio as a technique for choosing investment funds. We analyzed the returns obtained by hypothetical portfolios built using the following techniques: (i) the Sharpe ratio; (ii) the alpha of a multifactor model; (iii) data envelopment analysis (DEA) efficiency; and (iv) the different combinations of these techniques. We considered information on 369 funds from 2013 to 2018, adopting 12 temporal windows for choosing and re-evaluating the portfolios. The returns obtained were compared with the mean actuarial goal of the benefits plans administered by the pension funds, by means of the unplanned divergence (UD). When outsourcing pension fund investments in fixed income and stock investment funds it was verified that the Sharpe ratio contributes significantly to pension fund performance, compared with other indicators and techniques or a combination of them.

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Kharisma, Latifatul, Ahmad Iwan Zunaih und Zakiyatul Abidah. „Pengaruh Pengetahuan Santri pada Produk Reksadana Syariah terhadap Minat Santri Berinvestasi Direksadana (Studi Kasus Mahasantri Pondok Pesantren Sunan Drajat Lamongan Jawa Timur)“. Al-Muzdahir : Jurnal Ekonomi Syariah 1, Nr. 2 (30.07.2019): 74–86. http://dx.doi.org/10.55352/ekis.v1i2.436.

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This research is motivated by the rapid and dynamic development of the capital market investment world. One of the capital market products that is widely known by the public is mutual funds. In the development of mutual funds, there have been sharia mutual funds that provide broad investment alternatives, especially for Muslim investors. but based on the facts, behind the hustle and bustle of mutual fund investment activities in the world, only a few students of the Sunan Drajat Islamic Boarding School have invested in mutual funds. There are several factors that cause students to have no interest in investing through sharia mutual funds. Among several existing factors, researchers are more interested in examining the knowledge of students about sharia mutual funds. The purpose of this study is to determine whether or not there is an influence of knowledge of students at the Sunan Drajat Islamic Boarding School on sharia mutual funds products can affect students' interest in investing in mutual funds. The sampling technique used in this study is Convinience Sampling with a population of students of the Sunan Drajat Islamic Boarding School.. Data collection using a questionnaire instrument. Testing the instrument using the validity test and reliability test through the computer program SPSS version 16.0. Test assumptions using normality test and linearity test. The data analysis technique used is a simple linear regression test. The assumption test in this study uses the t test and the coefficient of determination. Based on the results of a simple linear regression test, the t-count value is 9.768 which exceeds the t-table value of 2.011, which means that students' knowledge of Islamic mutual funds products has an effect on students' interest in investing in mutual funds. The results of the coefficient of determination test obtained an R value of 0.816 and an R Square of 0.665, which means that students' knowledge of Islamic mutual funds products has an effect of 66.5% on students' interest in investing in mutual funds. The remaining 33.5% is influenced by other variables.

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Hunter, Jodie, Roberta Hunter, John Tupouniua und Louise Fitzgerald. „Implementing localised curriculum drawing on a funds of knowledge perspective“. New Zealand Annual Review of Education 26 (01.07.2021): 153–61. http://dx.doi.org/10.26686/nzaroe.v26.6930.

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In recent years in New Zealand, there has been a policy shift towards schools ‘localising’ the national curriculum to align with the context, aspirations, and knowledge of the local community and student population. In relation to mathematics education, this requires educators to understand and value the mathematical connections between diverse students’ funds of knowledge and use these to develop mathematical tasks. This article draws on interview responses from a case study of eight teachers from one low socio-economic, culturally diverse school to investigate their initial perceptions and actions to develop an appropriate localised mathematics curriculum drawing on diverse students’ funds of knowledge. The findings indicate that teachers viewed it as important to use real and relevant contexts in mathematics teaching. Interview responses indicated that both students and their families were seen as important sources of information. However, there were challenges for teachers to recognise students’ funds of knowledge related to mathematics beyond schooling or generic experiences.

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Dabach, Dafney Blanca, und Aliza Fones. „Beyond the “English Learner” Frame: Transnational Funds of Knowledge in Social Studies“. International Journal of Multicultural Education 18, Nr. 1 (29.02.2016): 7. http://dx.doi.org/10.18251/ijme.v18i1.1092.

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<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Transnationalism is a phenomenon that has consequences for education, broadly defined. Even as youth engage in transnational practices that expand their knowledge across borders, immigrant students in U.S. schools are often framed narrowly as “English learners” and their forms of knowledge may be erased. Synthesizing literature at the intersection of transnationalism and education, citizenship education, and funds of knowledge, we argue for the necessity of recognizing immigrant youth’s transnational funds of knowledge. We draw from a qualitative study to illustrate how a high school social studies teacher created space for students’ transnational funds of knowledge in the classroom, focusing on a Pakistani student’s return visit to his country of origin. The teacher’s orientation toward students’ transnational funds of knowledge served to counter assimilationist discourses while teaching U.S. civics. This article contributes to understanding how immigrants’ transnational experiences can widen narrow visions of citizen-building in formal schooling and build upon their assets for a more inclusive society. </span></p></div></div></div></div>

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Revankar, Ashok. „AWARENESS LEVEL AND INVESTMENTS IN MUTUAL FUNDS - A STUDY“. GAP GYAN - A GLOBAL JOURNAL OF SOCIAL SCIENCES 3, Nr. 2 (18.05.2020): 106–10. http://dx.doi.org/10.47968/gapgyan.320017.

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To earn a return on surplus and idle funds, generating a specified amount to meet certain goals in future or making provisions for future contingencies investment is necessary. To protect the funds to meet these objectives investment must be made with knowledge and at most care. But large number of people does not have sufficient knowledge about various investment avenues. The awareness level and savings/investment pattern differs from individual to individual. In our country very less number of people invest in mutual funds and awareness level about these is very poor comparatively to other countries. The amount saved must be invested in one or the other security, it should not be kept idle. But to take good investment decision financial knowledge is a must. A disciplined financial plan will definitely help the individuals to take decisions relating to savings and investments to meet their financial goals. Efforts should be made to attract more number of people towards mutual funds to invest their surplus funds.

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Torres, Wendy Jackeline, Jacqueline M. Gilberto und Margaret E. Beier. „Using Funds of Knowledge to Address Diversity Issues in STEM“. Industrial and Organizational Psychology 11, Nr. 2 (Juni 2018): 335–39. http://dx.doi.org/10.1017/iop.2018.26.

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Miner et al. (2018) call for industrial and organizational (I-O) psychologists to examine the societal structures that influence women's underrepresentation in STEM. Here we extend their ideas and suggest that diversity in STEM would benefit from considering how people develop within the context of their environment. Educational researchers refer to the knowledge people develop through daily experiences with their cultural milieu as funds of knowledge. Funds of knowledge essentially represent a person's expertise, and educational researchers have recognized that designing environments that draw from expertise facilitates success for students, including women and underrepresented minorities in STEM.

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Carmona, Pedro, Alexandre Momparler und Francisco Climent. „A Fuzzy-Set Qualitative Comparative Analysis of Causal Configurations Influencing Mutual Fund Performance: The Role of Fund Manager Skill“. Mathematics 11, Nr. 21 (31.10.2023): 4500. http://dx.doi.org/10.3390/math11214500.

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A mutual fund is a common instrument for households and corporations to invest in the financial markets through diversified portfolios of securities. Investing in managed mutual funds involves relying on a fund manager’s knowledge, expertise, and investment strategy to beat the fund’s benchmark. The purpose of this paper is to help mutual fund investors in their fund selection process. The fuzzy-set qualitative comparative analysis (fsQCA) is the methodology applied to identify combinations of factors that facilitate the selection of performing mutual funds. The goal is to determine whether fund manager skill, as measured by Jensen’s Alpha and other qualitative factors, is a key driver of performance. Our research focuses on US-registered equity funds with a global investing scope over a 5-year period (2016–2021), and we combine three mutual fund databases to obtain more complete data while enhancing data accuracy and consistency. The findings reveal that both manager skill and fund size are pervasive factors included in all three successful combinations of sufficiency conditions leading to high-performance funds. In addition, it is verified that manager skill is the only necessary condition to ensure high returns on mutual funds. Investors’ fund selection process is a cumbersome task that can be simplified with the successful recipes provided by the fsQCA model.

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