Updating a Classic: “The Poisson Distribution and the Supreme Court” Revisited

W.A. Wallis studied vacancies in the US Supreme Court over a 96‐year period (1837–1932) and found that the distribution of the number of vacancies per year could be characterized by a Poisson model. This note updates this classic study.     

A Hands‐on Activity for Teaching the Poisson Distribution Using the Stock Market

The number of increases a particular stock makes over a fixed period follows a Poisson distribution. This article discusses using this easily‐found data as an opportunity to let students become involved in the data collection and analysis process.     

政治课如何培养学生的批判精神

人文批判是创新的前提,创新是人文批判的结果和延续,没有人文批判就没有科学的创新。本文就如何培养学生批判意识和思维进行论述,并相应提出在培养学生批判精神的实践中应注意的问题。     

Assessing the Sensitivity of Weighted Least Squares Model Fit Indexes to Local Dependence in Item Response Theory Models

Given the relationships of item response theory (IRT) models to confirmatory factor analysis (CFA) models, IRT model misspecifications might be detectable through model fit indexes commonly used in categorical CFA. The purpose of this study is to investigate the sensitivity of weighted least squares with adjusted means and variance (WLSMV)-based root mean square error of approximation, comparative fit index, and Tucker–Lewis Index model fit indexes to IRT models that are misspecified due to local dependence (LD). It was found that WLSMV-based fit indexes have some functional relationships to parameter estimate bias in 2-parameter logistic models caused by violations of LD. Continued exploration into these functional relationships and development of LD-detection methods based on such relationships could hold much promise for providing IRT practitioners with global information on violations of local independence.     

由“大众”走向“分众”现代传媒的重大转向

本文从“分众”角度探讨现代传媒的定位问题。并引用众多媒体实例论证研究媒体满足“分众”的需求的急迫性和实效性，旨在为正在风风火火地挤在同一条胡同里殊死搏杀的媒体以借鉴。     

An Alternative Multiple‐Choice Question Format to Guide Feedback Using Student Self‐Assessment of Knowledge

Management science professors who teach large classes often assess students with multiple‐choice questions (MCQs) because it is efficient. However, traditional MCQ formats are ill‐fitted for constructive feedback. We propose the reward for omission with confidence in knowledge (ROCK) format as an original formative assessment technique to help guide feedback associated with MCQs in an introductory undergraduate management science course. Our study contributes to theory by empirically showing that students can self‐assess their state of knowledge, signal it to the professor, and use proper answering options. In practice, ROCK is an easily implementable MCQ format that allows professors to gain information on student learning based on answers selected. ROCK identifies lack of knowledge or misinformation at both individual and collective levels thus providing opportunities for better feedback in class and during office hours. Limitations of the application of ROCK are also discussed.     

管理学有关理论对班级管理的启示和实践

管理学理论对班级管理有诸多的启示,应用管理理论实行班级小组化大为小、小组成员双向选择自愿组合、小组工作量化考核的管理模式,在管理实践中能取得良好的管理效果。     

Estimating the “Impact” of Out‐of‐Home Placement on Child Well‐Being: Approaching the Problem of Selection Bias

This study used data on 2,453 children aged 4–17 from the National Survey of Child and Adolescent Well‐Being and 5 analytic methods that adjust for selection factors to estimate the impact of out‐of‐home placement on children’s cognitive skills and behavior problems. Methods included ordinary least squares (OLS) regressions and residualized change, simple change, difference‐in‐difference, and fixed effects models. Models were estimated using the full sample and a matched sample generated by propensity scoring. Although results from the unmatched OLS and residualized change models suggested that out‐of‐home placement is associated with increased child behavior problems, estimates from models that more rigorously adjust for selection bias indicated that placement has little effect on children’s cognitive skills or behavior problems.     

浅析如何在历史学科教学中引入“同课异构”

“同课异构”是一种新兴的教学研讨形式,教师通过亲历同课异构的整个过程。从切身感受出发,并对《封邦建国与礼乐制度》一课三种不同形式、不同风格的新课导入加以分析比较,得出同课异构也不能完全标新立异,要在符合课程标准要求的框架内求同存异、各放异彩,才能促进课堂教学更加精彩。     

从“交替”到“交杂”:高考命题方式统与分的历史选择

高考命题方式受历史条件所限,总是在统一与分散之间寻找现实的平衡点。高考自建制至今,已经历了由统分交替到统分交融的转变。当前,高考命题方式改革正面临一次考试评价之局限、与基础教育新课改步伐不一致等问题,分省命题与高校自主命题试点也受到成本、技术、风险等因素的制约。结合国外高校招生考试命题方式的经验来看,未来一个时期高考命题方式将会由统分交融转变为统分交杂,即以统为主、以分为辅,统分并用的模式。     

Exploring the Probabilities of ‘Who Wants to be a Millionaire?’

This article discusses three probabilistic scenarios based on the television game show ‘Who Wants to be a Millionaire?’. These situations provide motivational opportunities for high‐school students to explore the concepts of expected value, permutations and independent events.     

Prevalence and predictors of out‐of‐field teaching in the first five years

Many new science teachers are assigned to teach subjects in which they have not been prepared, a practice referred to as out‐of‐field (OOF) teaching. Teaching OOF has been shown to negatively influence instruction and constrain teachers’ development. In this study, we explored the extent to which new secondary science teachers were assigned OOF across their first 5 years. Analysis of this longitudinal data set indicated that these assignments were common. While new science teachers were assigned to teach a variety of subjects over their first 5 years of teaching, they were not assigned more or fewer OOF courses over time. Furthermore, results indicated that teachers in certain situations are more likely than others to be assigned to teach OOF. Even with federal legislation in the United States seeking to eliminate OOF teaching, a large portion of new secondary science teachers are assigned to teach science disciplines for which they are inadequately prepared. Based on the findings of this study, it is worth exploring policy avenues that eliminate OOF teaching. Policymakers, administrators, and teacher educators should seek to provide supports, such as science‐specific induction programs designed for new teachers who are assigned OOF, and science teacher educators should prepare prospective teachers to teach multiple science disciplines. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1197–1218, 2017     

An evaluation of the use of Lexia Reading software with children in Year 3, Northern Ireland (6‐ to 7‐year olds)

This paper evaluates the impact of Lexia Reading software on the progress of children experiencing reading difficulties in four Northern Ireland Schools. The program is designed to raise reading standards through a phonics‐based approach to learning to read. A key feature of the software is the use of an ‘assessment without testing’ tool, to accurately place children on the program and to adapt the program to meet the individual needs of each child.     

Teaching science as a language: A “content‐first” approach to science teaching

Our research project was guided by the assumption that students who learn to understand phenomena in everyday terms prior to being taught scientific language will develop improved understanding of new concepts. We used web‐based software to teach students using a “content‐first” approach that allowed students to transition from everyday understanding of phenomena to the use of scientific language. This study involved 49 minority students who were randomly assigned into two groups for analysis: a treatment group (taught with everyday language prior to using scientific language) and a control group (taught with scientific language). Using a pre–post‐test control group design, we assessed students' conceptual and linguistic understanding of photosynthesis. The results of this study indicated that students taught with the “content‐first” approach developed significantly improved understanding when compared to students taught in traditional ways. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 529–553, 2008     

关于“公办高中禁办复读班”政策有效落实的政策分析

第一轮"公办高中禁办复读班"政策颁布以来,部分地区公办高中仍然公开或变相地招收复读生,不仅极大挑战了教育政策的权威,也在一定程度上制约了全局教育的发展,影响了教育公平的推进。从政策视角进行分析,政策未取得实效的原因主要在于"禁办"政策制定、执行过程中的问题所致,在于政策执行过程不尽完善。新一轮"禁办"政策要取得实效应认真归纳政策过程中的问题,分析背后的深层次原因,只有这样,才能在新一轮政策执行中吸取前车之鉴,达到政策有效落实的目的。     

努力建设优质课程 切实提高教学质量--关于古代文学教学改革的思考之二

高等师范院校中文系本科古代文学教学改革，必须加强传统文化教育，突出师范教育的特点，努力建设优质课程，切实提高教学质量。实现这一目标的主要措施是：深化教学内容的改革，加强古代文化经典的学习，引导学生读原典、名著，增厚人文底蕴；改革教学方法，强化课堂教学的主渠道作用，培养具有人文精神与科学素质的创造性人才。     

Places,spaces and local customs: honouring the private worlds of out‐of‐school text creation

This paper examines the nature of the out‐of‐school writing practices of three primary‐aged children aged 9–10. In particular, it explores the writing these children chose to undertake at home including ‘for school’ writing, completed at home. The study's findings reveal the ways in which these three, developing young writers engage and interact with writing and how this differs to writing for school, completed at home. To better understand the implications of national surveys that reveal a causal relationship between writing for enjoyment and positive writing attainment this research sought to expose the range and versatility of the children's home and volitional writing practices. The children in this case study were not selected because they were writers but merely that they engaged with writing away from school. The study employs an ecological paradigm (Bronfenbrenner, 1979 ) to explore the participation and interaction of the children with their writing practices within the complex environment of home. The paper makes the case for teachers to be more curious about the private worlds of out‐of‐school text creation to better appreciate the provenance of home writing events and artefacts.     

Reasons of students and apprentices to choose a training company in the dual system

This article sheds light on an understudied aspect of the transition from school to work: the choice of a training company. It presents findings from qualitative interviews with 69 secondary school students and apprentices from the German states of Berlin and Brandenburg, focusing on their reasons to choose a training company in the dual system. What reasons lead students and apprentices to choose a training company? The most common reason is personal impressions, which future apprentices obtain in their initial, personal encounters with a company and its staff. Students and apprentices often consider location, working atmosphere and soundness. Due to this study’s regional scope, its findings may not be fully generalisable on a national or international level. However, its findings may instigate further research in countries where people pursuing certain types of apprenticeship training have to apply to companies (e.g. Great Britain, Switzerland and Australia).