新型职业农民胜任素质的模型构建研究

“三农”问题是国家发展战略中的重难点,培育新型职业农民是解决“三农”问题的必然选择,而科学培育的首要前提是对新型职业农民胜任素质模型构建问题进行深入探究。依据整体研究范式,采取“目标式/判断式+滚雪球”抽样方法对长三角地区35位“生产经营型”新型职业农民进行“行为事件访谈”,并通过9位岗位专家进行“工作任务分析”收集要素,实现真实性与完整性的验证及融合。基于此,采用建构主义扎根理论编码方式概括提炼素质要素构成与概念框架,并对初始框架进行验证修订。研究结果表明,“生产经营型”新型职业农民胜任素质模型框架包括“元素质、过程性素质以及整体化设计素质”等3大模块以及与之相对应的创业动机、职业承诺、农场生产与情境领导、市场商机识别、风险承受力等12个素质概念。该新型职业农民胜任素质模型可用作新型职业农民职业教育培训方案、资格评价标准等的制定依据。     

Promise and challenge of identifying threshold concepts: a cautionary account of using transactional curriculum inquiry

The original work on threshold concepts arose from a project designed to improve students’ learning experiences by taking seriously the features of disciplinary knowledge as its starting point. The conceptual and empirical work on threshold concepts has since developed and matured. While many disciplines have engaged enthusiastically with the identification of threshold concepts, healthcare has not been well represented. Drawing on Cousin’s (2007, 2009) notion of transactional curriculum inquiry, the study explores the identification of threshold concepts in a physiotherapy subject, with a sample of physiotherapy clinical educators, using nominal group technique (NGT). While the article presents a set of concepts from the pilot study, this is not its key contribution. Instead, three novel insights are offered for future threshold concepts research. First, there is a need to extend the stakeholders involved in curriculum reform and renewal beyond the university (particularly, for professions). Second, there must be ongoing opportunities for these external stakeholders to engage with and reflect on the distinct features of threshold concepts if the context and authenticity of practice is to be taken seriously for enhancing student learning. Third, the problem of identification is beset with conceptual challenges that remain unresolved for researchers.     

Examining organizational learning in schools: The role of psychological safety, experimentation, and leadership that reinforces learning

This study draws upon theory and methods from the field of organizational behavior to examine organizational learning (OL) in the context of a large urban US school district. We build upon prior literature on OL from the field of organizational behavior to introduce and validate three subscales that assess key dimensions of organizational learning that build upon and extend prior education research: psychological safety, experimentation, and leadership that reinforces learning. Data from 941 teachers across 60 schools in this urban district suggest that organizational learning is an underlying condition which is expressed by teacher perceptions of subfactors of psychological safety, experimentation, and leadership that reinforces learning. Implications for adopting the conceptual framework and methods employed in this research for studying organizational learning and school change are discussed.     

Absolute versus relative class conceptual behavior in squirrel monkeys (Saimiri sciureus)

A theoretical scheme was suggested which distinguished between absolute and relative class concepts and differentiated class from relational concepts. Four monkeys were trained to respond differentially to green and nongreen objects (absolute class) and four responded differentially to odd and nonodd objects (relative class). All monkeys met stringent criteria of performance on their respective tasks, the green-nongreen group in a median of 600 trials and the odd-nonodd group in a median of 1,600 trials (p = .014). Possible explanations for the performance differences and some implications of the theory for comparative, nonhuman conceptual research were discussed.     

Applying organizational orientations theory to employees of profit and non-profit organizations

Organizational orientations theory posits three traits (upward mobile, ambivalent, and indifferent) of employees in organizations that are associated with communication traits, temperament, and perceptions of supervisor source credibility. All of these are hypothesized to be associated with organizational communication behavior and organizational outcomes such as employee job satisfaction and motivation. Previous research employing undergraduate student participants has provided support for this theory. Results of the present research indicate that this theory can be applied to typical full-time employees in profit and nonprofit organizations. All studied relationships were found to generate statistically significant results, accounting for substantial variance in each relationship. These results indicate this theory can be applied to employees in a wide variety of organizations. Suggestions for broadening this theory and its application are provided.     

Beyond the learning process and toward the knowledge creation process: Linking learning and knowledge in the supportive learning culture

This integrative literature review synthesizes the concepts and process of organizational knowledge creation with theories of individual learning. The knowledge conversion concept (Nonaka & Takeuchi, 1995; Nonaka, Toyama, & Byosière, 2001) is used as the basis of the organizational knowledge creation process, while major learning theories relevant to working adult learners are newly synthesized into four types of individual learning processes: adaptive, generative, transformative, and reflective. The results suggest an integrative conceptual flow map of individual and organizational learning facilitated by culture and management system enablers. Implications for using this conceptual framework for practicing performance technology solutions are also discussed.     

REVISING TINTO'S INTERACTIONALIST THEORY OF STUDENT DEPARTURE THROUGH THEORY ELABORATION: Examining the Role of Organizational Attributes in the Persistence Process

The purpose of this study is to estimate the effects of organizational attributes on social integration in particular, and more generally on the student withdrawal process. Theory elaboration (the application of new concepts borrowed from other theoretical perspectives to explain the focal phenomenon) is used to help with the revision of Tinto's interactionalist theory of individual student departure. The existence of empirical evidence supporting the importance of organizational attributes in the persistence process makes the addition of organizational characteristics a logical choice as a possible source of social integration in an elaboration of Tinto's theory. The results from this study provide strong support for elaborating the revised version of Tinto's theory through the inclusion of concepts from organizational theory. The findings from this study also indicate that future research should use theory elaboration to look for other potential sources of social integration.     

The Communicative Construction of Involuntary Membership

This study expands conceptions of organizational membership by examining individuals whose relationships with their organizations are traditionally characterized as involuntary in nature. Data from inmates and prison employees in four U.S. and Norwegian correctional institutions was examined using structuration theory as an emergent interpretive lens, and five primary ways in which involuntary membership is constructed in communication are identified: physical environment, mobility, relationships, engagement, and body. These facets are presented as the foundation of a continuum-based theoretical perspective on (in)voluntary membership and are discussed for their applicability to future research and theorizing across organizational communication studies.     

Building a framework for determining the authenticity of instructional tasks within teacher education programs

We propose a framework for evaluating the degree of authenticity of instructional tasks used within a teacher education program. First, we provide a defense for authenticity as an exemplary aspect of education. Second, we synthesize the theoretical literature on authenticity into conceptual codes. Using these codes, we build our authenticity framework around five criteria: the instructional task (1) is routinely performed by teachers, (2) involves students in a classroom, (3) promotes knowledge of practice, (4) involves self-reflection, and (5) serves formative purposes. We then discuss potential applications of our framework for the individual teacher educator and for program evaluation.     

Communities of Practice as a Social Theory of Learning: a Conversation with Etienne Wenger

The aim of this article is to contribute to the understanding and use of the theory of communities of practice. In order to clarify terms, explore applications for education and reflect on various critiques of the theory in the literature, two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. The interviews have been thematically organised around key concepts from the theory. By relating the concepts to their uses in research and to other social theories, Wenger-Trayner clarifies key ideas of the theory including what constitutes a ‘community of practice’. He explains how he conceptualises identity and participation in order to develop a social theory of learning in which power and boundaries are inherent. The interviewers draw on these conceptual discussions with Wenger-Trayner to consider how the theory of communities of practice resonates with key debates and issues in education. By unpacking some key concepts of the theory from an educational perspective, we provide researchers with conceptual tools to support the complex decision-making that is involved in selecting the best and most appropriate theory or theories to use in their research.     

什么是“儿童心理理论”?——评儿童心理理论发展研究中的“概念混淆”

本文围绕什么是“儿童心理理论”的本质,对儿童心理理论发展研究中的一些关键概念进行了剖析,特别是致力于澄清当前研究中普遍存在的“概念混淆”问题。论文表明,明确儿童心理理论发展研究的概念基础,是推进和深化这一研究的方法论前提。     

Organization of Concepts Relevant to Emotions and their Regulation During Test Taking

The purpose of this study was to assess aspects of college students' organization of concepts related to emotions and their regulation during test taking. The authors also evaluated whether students who report having problems with test anxiety hold a different conceptual organization about test taking compared with students who do not report having such problems. Concepts relevant to emotions and their regulation during test taking were sampled from the emotion and emotional regulation literature. Participants rated how similar these concepts were during test taking. These ratings were then submitted to multidimensional scaling analyses (MDS). The resulting arrangement of concepts provides insight into the underlying organizational conceptions held by low, moderate, and high test-anxious participants. Students' organizational schemes surrounded 2 dimensions: (a) task-focus and (b) pleasantness. High test-anxious participants had differing conceptual organizations about test taking than moderate and low test-anxious participants with regard to pleasantness. In addition, the high test-anxious participants saw task-focused processes such as reading directions during test taking as more highly related to unpleasant emotions like anxiety than moderate and low test-anxious participants.     

Communication Process as Target and Tool for Consultancy Intervention: Rethinking a Hackneyed Theme

The constructs taken generally by consultants as the target phenomena for intervention (e.g., power, leadership, decision making, and structure) are embedded in the socially constructed realities of organizational life. Because such realities arise from human symbolic transaction, communication itself is the central issue in intervention. Yet, the change strategies that historically have shaped intervention activity, that is, power-coercive, empirical-rational, and even theoretically ideal normative-reeducative strategies do not effectively confront issues of discourse and meaning as the focal points of intervention. We describe an alternative conceptual framework presented by Smircich (1983) that can be used to reconstruct intervention theory with principle attention to communication. Smircich's model, which is derived from interpretive theories of organization, is intended for management, but can be adapted readily to provide premises for consultancy interventions. In light of Smircich's model, we also describe how the consultant should use communication as a tool in the intervention process.     

The Attrition of Change: A Study of Change and Continuity

In this article models and theories on effective schooling are reviewed. Modelling is based on the various disciplinary oriented approaches to educational effectiveness. As such production functions, instructional effectiveness models and integrated, multi‐level educational effectiveness models are discussed. Various conceptual and formal representations of facilitation across levels are seen as the most interesting area for further model‐driven research. In the second part of the article four organization theories are discussed, all of which are seen as specific interpretations of the rationality paradigm: rational control theory and bureaucratic structuring; contingency theory; public choice theory; and retroactive planning. A fifth theoretical perspective, chaos theory, as applied to organizational functioning, looks more like a complete anti‐thesis of rationality, but can nevertheless be related to the emergence of ordered patterns and to organizational survival. Core mechanisms or theory‐embedded principles that follow from these theories are, respectively: proactive structuring; fit; market mechanisms; the cybernetic principle; and self‐organization. Further analysis of these principles leads to the conclusion that the cybernetic principle of evaluation feedback and reinforcement is the most interesting one, both from a theoretical and practice‐oriented perspective. Throughout the article hints and suggestions are provided for future, more theory and model‐driven educational effectiveness research.     

Defining emotional disturbance public policy and research

The legal definition of “emotional disturbance” proposed by the Federal Government under PL 94–142 is Bower's 1957 definition with some modifications. The modifications do serious damage to the integrity of the research and conceptual base from which the definition is drawn. The difficulties inherent in a definition of this type of handicapped are delineated. It is suggested that where policy makers and researchers join together, such relationships are best enhanced when each respects the assumptions and concepts of the other.     

质疑新闻的"整体真实论"

“整体真实论”又叫“宏观真实论”,或者说是“总体真实论”.它是在“本质真实论”遭到质疑和否定后提出的一种关于新闻真实的理论.“整体真实论”提出后,得到新闻传播学界的普遍认同.但是,“整体真实论”尚存多处疑点,其科学性还需要进一步的探讨论争.本文从“整体真实论”本身的一个悖论、“整体真实论”的外在语境问题以及“整体真实论”的论域等三个不同的角度对“整体真实论”提出了质疑.     

Relating Gestures and Speech: An analysis of students' conceptions about geological sedimentary processes

Advances in cognitive science and educational research indicate that a significant part of spatial cognition is facilitated by gesture (e.g. giving directions, or describing objects or landscape features). We aligned the analysis of gestures with conceptual metaphor theory to probe the use of mental image schemas as a source of concept representations for students' learning of sedimentary processes. A hermeneutical approach enabled us to access student meaning-making from students' verbal reports and gestures about four core geological ideas that involve sea-level change and sediment deposition. The study included 25 students from three US universities. Participants were enrolled in upper-level undergraduate courses on sedimentology and stratigraphy. We used semi-structured interviews for data collection. Our gesture coding focused on three types of gestures: deictic, iconic, and metaphoric. From analysis of video recorded interviews, we interpreted image schemas in gestures and verbal reports. Results suggested that students attempted to make more iconic and metaphoric gestures when dealing with abstract concepts, such as relative sea level, base level, and unconformities. Based on the analysis of gestures that recreated certain patterns including time, strata, and sea-level fluctuations, we reasoned that proper representational gestures may indicate completeness in conceptual understanding. We concluded that students rely on image schemas to develop ideas about complex sedimentary systems. Our research also supports the hypothesis that gestures provide an independent and non-linguistic indicator of image schemas that shape conceptual development, and also play a role in the construction and communication of complex spatial and temporal concepts in the geosciences.     

ECA's seventy‐fifth anniversary volume: A special review

In this special book review, Communication Quarterly's Book Review Editor, Gerald M. Phillips, assesses the volume commissioned by the Eastern Communication Association to commemorate ECA's seventy‐fifth anniversary. Designed to reflect the diversity of the discipline of communication, part one is composed of twelve chapters and surveys contemporary research and theory in rhetoric, the social sciences, oral interpretation, freedom of speech and civil liberties, media and speech education. Part two, composed of five chapters, provides an overview of the organizational and conceptual issues guiding the way in which this profession organizes its knowledge. Professor Phillips concludes that, “It is a book we can be proud of, because it is well done by first‐rate scholars.”     

隐喻在经济语篇中的分析

隐喻无处不在。本文以莱考夫阐述的概念隐喻理论为基础,对一些经济语篇中最常用的隐喻进行了较为系统的分析。通过定性分析,本研究发现经济语篇中的隐喻源于人体经验,抽象的经济概念是通过来源于物理世界的具体概念得以理解的。