The seven deadly sins of world university ranking: a summary from several papers

World university rankings use the weight-and-sum approach to process data. Although this seems to pass the common sense test, it has statistical problems. In recent years, seven such problems have been uncovered: spurious precision, weight discrepancies, assumed mutual compensation, indictor redundancy, inter-system discrepancy, negligence of indicator scores and inconsistency between changes in ranking and ‘Overall’. These issues render the validity of ranking results suspect. Moreover, discussion on problems in world university ranking has been conducted mostly at the verbal level with little substantiation of supporting statistics. It is argued that discussion on ranking issues needs statistical evidential support. Modifications to the approach of processing ranking data are suggested.     

Seven deadly sins of childhood: advising parents about difficult developmental phases

Seven of the more difficult developmental phases for any parent to deal with are colic, awakening at night, separation anxiety, normal exploratory behavior, normal negativism, normal poor appetite, and toilet training resistance. For the child living in a high-risk family, these innocent acts can trigger dangerous or even deadly abuse. The two behaviors most commonly associated with fatal abuse are colic and toilet training. When we recognize a child who is going through a provocative phase, we should be prepared to advise the parents on some practical alternatives to a physical response. Such advice is welcomed by most types of families. Any treatment plan for an abusive family that fails to include this type of problem solving may be inadequate.     

主体间性与教育交往

21世纪人类的交往实践格局 ,呼唤类主体的出现。类主体是 2 1世纪教育所要培养的目标。类主体不同于个人主体 ,个人主体的主体性表现为一种以占有为目的的单子式主体性 ,类主体表现为以存在为目的的主体间性。前者的产生诉诸于主—客二分模式 ,后者的产生诉诸于主—主交往模式。当今研究主体教育 ,必须明确培养学生的主体间性 ,同时用交往的精神审视和改造现代教育     

高职通信技术专业教学改革初探

在中国通信业即将全面进入3G时代的今天,而高职通信专业课程还来不及适应,3G内容几乎没有涉及,无法满足未来市场对专业高素质人才的需求。本文对此进行了分析与思考,提出基于职业能力培养的高职通信技术专业教学改革。此教改对专业建设发展以及满足未来市场对专业高素质人才的需求具有一定的实用价值,希望能为提高通信技术专业学生的教学质量和就业质量起到一个抛砖引玉或一定的借鉴作用。     

数字教育电视节目的传播渠道应用情况调查研究

通过文献研究发现当前对数字教育电视节目的传播渠道及其在不同渠道的应用和创新推广问题研究比较缺乏,本研究就此问题对教育电视节目的专业制作人员开展调研。     

牵手教育 共建友谊之桥——闽台教育交流工作现状及对策浅析

随着海峡两岸关系发展的逐步深入,两岸的文化教育交流也逐渐成为两岸关系发展的下一个重点目标。如何把握这一有利时机,大力促进闽台教育交流,成为摆在我们面前的一个课题。本文从当前闽台教育交流情况的现状出发,通过对比探讨了当前闽台教育事业交流发展的不足之处,并在此基础上提出几点促进闽台教育交流工作的建议。     

论教育沟通及其过程特性

教育沟通是指教育者与受教育者之间通过有效语言和其它方式 ,运用合理协调方式达成共识的一种人际沟通。与一般的人际沟通相比 ,它具有二分的确定性、目的的先在性、资源的倾斜性、方式的潜隐性和网络性等特点。从发生机制看 ,教育沟通具有伴生性、均衡性、转换性等过程特性     

Feedback in educational communication in Czech secondary schools

This paper introduces an empirical study that examines how teachers evaluate pupils?? responses. The study draws on research undertaken at four secondary schools in the Czech Republic. It transpires that feedback has a stable position in the structure of communication; however, it is used only to verify pupils?? responses and not to elaborate them. An important feature of feedback is its implicitness and near-zero content value resulting from the teachers?? preferences to avoid explicit evaluative comments. This type of feedback is not in accordance with the concepts of dialogical education that currently dominate the field of the theory of educational communication.     

信息化环境中教育传播机制研究

媒介发展促使教学环境实现信息化,传播环境的影响、教育传播内部组织和运行变化的规律机制是当前教育传播研究的一个重要问题。媒介环境学将媒介作为环境研究的传统,表达的是媒体塑造人的思维、影响传播内容的观点,而常规媒体的数字化、基于Web2．0的交互媒体、移动媒体等新媒体在传播环境中的普及已使教育传播进入班级与网络传播交织的状态。基于这样的背景,本文描述了在信息化环境中通过动机激发与交互、开放与规范并举的资源建设、问题为中心的活动组织等教育机制。     

Perception,communication and educational research: A transactional view

Summary We have not presented a transactional theory, since, so far as we know, there is no one such theory to present. Instead, we have outlined some transactional viewpoints which we consider potentially useful in audiovisual communication, learning resources development, and research in these areas. We have suggested some implications and advantages of transactional assumptions.     

基于蓝牙的无线通信教学实验平台构建

该文从通信领域新技术入手,介绍蓝牙无线通信教学实验平台构建意义,阐述蓝牙无线通信教学实验课程设置和实验内容,并介绍实验辅助教学工具的设计和实现.基于蓝牙的无线通信教学系统不仅帮助学生理解复杂难懂的蓝牙协议,还能通过操作性和开发性实验使学生快速掌握蓝牙技术的开发流程和系统设计方法,提高学生创新能力和解决问题的能力.     

The impact of personal educational experiences and communication practices on the construction of deaf identity in Cyprus

The aim of the study was to investigate for the first time the impact of educational experiences on the development of Cypriot deaf people's identity. To obtain relevant information in depth, semistructured interviews were conducted with 24 Cypriot deaf individuals ages 19-54 years who had graduated from a variety of school settings. The findings indicated that the type of school, and the academic and social experiences shared within the school between the participants and their classmates and teachers, played a crucial role in these deaf individuals' identity development. The findings have implications for curriculum development for deaf pupils, and for parents' counseling about their deaf children's development of "healthy" identities.     

A comparative analysis of e-mail and face-to-face communication in an educational environment

Electronic mail (e-mail) is an extremely important medium for Internet-based education. Due to its unique characteristics, there is reason to be concerned that students do not put appropriate care into writing messages that are sent via e-mail. This has significant implications for the effectiveness of online learning environments. This paper describes an empirical research project to investigate the amount of thought students put into e-mail communication versus traditional face-to-face communication. A survey was administered to 596 undergraduates. The results of this survey indicate that students put significantly more thought into e-mail communication with the instructor and groups of peers than they do for equivalent face-to-face communication. At the same time, students tend to put about the same amount of thought into e-mail compared to verbal communication with individual peers. Finally, the research uncovered some interesting patterns concerning student gender and technology comfort as predictors of thought put into e-mail communication.     

A model for predicting the educational use of information and communication technologies

This study of 550 persons, predominately education professionals, was designed to test an integrated theoretical model (the 4-E Model) for predicting the likelihood of the use of telecommunications-related technological innovations (in particular, e-mail, the WWW, and videoconferencing) in learning-related settings. The four Es in the model, derived from a series of previous studies (Collis & Pals, 1999), are environmental factors, effectiveness, ease of use, and (personal) engagement. The model was first tested using factor-analytic procedures on the results of a 54-item questionnaire adminstered via the WWW to a sample of 550 persons from 39 countries. Twelve factors with eigenvalues greater than 1.00 were extracted and latent variables were generated to correspond with the factors. The factors as interpreted by items with loadings <0.500 supported the 4-E Model, but indicated that the four theoretical e dimensions could be further expressed in terms of subaspects. In addition, a series of variables related to likelihood of use of e-mail, the WWW, and videoconferencing in educational settings was also subjected to a factor analysis, resulting in three latent variables representing the dependent variables for a causal model. The causal model linking the latent variables was tested using a series of LISREL analyses, one for each of the derived dependent variables. The results, which again supported the 4-E Model, showed a strong contribution of the environment subfactor relating to the organization, as well as the engagement subfactor relating to the individual's self-confidence with respect to technology use to the prediction of implementation success. Based on the results of the factor analysis and the model validation, six of the latent variables related to the 4-E Model were identified as key to implementation prediction. These variables were used in a series of analyses of key subgroups in the sample, relating to educational sector, educational role, to gender, and to age, in order to examine key discriminating variables. The results are discussed in terms of their theoretical and practical implications, including the development of a WWW-based instrument.     

The educational inadequacy of conceptions of self in educational psychology

Disciplinary and professional psychology have exercised considerable influence over the ways in which Western individuals and societies understand what it is to be a person. During the last half of the 20^th century, educational psychologists advanced scientific and humanistic conceptions of the self that removed personhood from the historical, socio-cultural traditions and related moral and political practices within which the self develops. In consequence, the theoretical and practical models of self-enhancement and self-management offered by educational psychologists are inadequate with respect to the education of persons who, if they are to function as effective citizens, must participate in complex, contested socio-cultural, moral, and political contexts with others.     

关于教育的伦理道德价值的思考——兼谈教育的轼利化倾向

教育的伦理道德价值是从伦理道德的角度对教育价值的再思考。它是对教育这一社会活动或社会现象之应该如何的表述，以理想和超越为本质的非功利的价值取向是其核心和灵魂。依据价值关系的主体，有教育的个体伦理道德价值和教育的社会伦理道德价值之分。前表现为满足个体对幸福生活的向往和渴求，后是为社会发展提供智力支持和精神支柱的和谐统一。