语篇理解的推理研究

语篇理解在很大程度上取决于推理的产生,对推理的研究一直是语篇阅读理解研究的关键部分。一语语篇理解的推理研究经历了三个阶段,二语语篇理解的推理逐渐引起研究者们的关注。影响推理过程的因素主要有读者因素和语篇因素。研究者们提出了最小假设模型、建构主义理论、现时状态选择策略和因果推理产生模型等理论模型来描述推理过程、预测推理内容、解释推理结果。     

大学生成长变化的院校影响理论述评

院校影响理论的基本模型发展经历了I-E-O模型到学生融合模型阶段,以及学生融合模型的深化发展两个阶段。学生融合模型的深化发展,主要体现在两方面：一是横向扩增考虑院校结构特征和非院校因素的影响,二是纵向考虑学生的整个学习过程,发展到学生参与模型和院校行动模型。未来研究中,需要开发适用于我国的院校影响理论,并深入分析学生参与行为的性质及参与行为与个体认知、情感的相互作用。     

学术型博士生科研产出更高吗？ ——来自临床医学的经验

利用2017年全国博士毕业生调查数据,实证分析了临床医学专业学术型博士生和专业型博士生在科研产出及影响因素上的不同。研究发现,临床医学专业学术型博士生教育和专业型博士生教育在学生群体特征和院校培养过程上存在明显不同,两者在学生录取形式和学生课题参与数等方面存在显著性差异;学术型博士生在总体科研产出和国际论文产出上均显著高于专业型博士生。在控制院校、学生群体特征及培养过程等条件下,学术型博士生教育对总体科研产出有正向显著影响,对国际论文产出有正向影响但并不显著。进一步分析表明,读博动机与期望对学术型博士生的总体科研产出与国际论文产出具有更大的解释力;培养过程中的课题参与对两类博士生总体科研产出和国际论文产出均作用明显。学术型博士生教育和专业型博士生教育要根据各自特征采取有针对性的干预措施以提升博士生科研能力。     

语篇理解的推理研究

对推理的研究是语篇阅读理解研究的关键。一语语篇理解的推理研究经历了三个阶段,二语语篇理解的推理逐渐引起研究者们的关注。研究者们提出了最小假设模型、建构主义理论和因果推理产生模型等理论模型来描述推理过程、预测推理内容、解释推理结果。     

高职学生自我素质教育影响因素的实证研究

以分析自我素质教育与素质教育的关系为切入点,在解析素质教育内部结构及影响因子相关研究成果的基础上,采用问卷调查收集样本数据,运用AMOS统计软件对数据进行模型分析与验证,构建自我素质教育影响因素结构方程理论模型,提出11条因果路径假设。     

高职院校教师教学能力发展模式理论研究

根据伯格威斯特的态度、结构和过程理论模型,以影响教师教学能力发展的三个维度:个人、过程和组织发展为视角,提出了高职院校教师教学能力发展体系结构,构建了高职院校教师教学能力发展理想模型,探索了合格型、胜任型、成熟型和专家型等不同层次教师教学能力发展的具体模式,为我国高职院校教师教学能力发展的进一步研究提供了参考。     

基础教育阶段学生计算思维影响因素及作用机制——基于人工智能课程的实证研究

计算思维是人工智能时代人才必备的重要素养,基础教育阶段人工智能课程的全面推行给计算思维的培育带来了新的契机。以现有文献研究为基础,选取某市4所人工智能试点校学生开展半结构化访谈,采用扎根理论提炼学生计算思维的影响因素,同时利用解释结构模型对影响因素进行层级分析,探究计算思维影响因素的构成及作用机制。为检验模型适切性,研究以五、六年级学生为样本来源,实施问卷调查,采用结构方程模型检验理论模型,确立影响因素间关联与层级关系。研究结果表明,教师教学是影响计算思维发展的根本因素,能力基础、思维风格和认知负荷是影响计算思维发展的间接因素,自我效能感与学习心态直接影响计算思维的发展。     

研究型大学学生学习性投入对学习收获的影响机制研究——基于2009年“中国大学生学情调查”的数据分析

大学生学习性投入是近20年来大学生学习与发展领域中的关键概念,对于探索大学教育过程及其有效性具有重要价值。本研究在大学影响力模型的分析框架之下,采用中国大学生学情调查(NSSE-China)2009年数据,通过结构方程模型取向的路径分析方法,建构了包括大学生教育过程输入、过程、输出三大类变量的因果关系模型,重点考察研究型大学中学生学习性投入对学习收获的影响机制。其结果表明,学生学习性投入作为过程变量对学生学业收获的影响比院校环境和学生家庭背景等输入因素的影响更大;学生学习性投入的各维度对学生学习收获的作用机制及影响大小各不相同。因此,院校教育质量的改进,应当以院校主导的改善学生学习性投入为抓手,加大挑战与强化支持并举,刺激并带动学生主导的学习性投入,促进学生全面发展。     

基础教育质量的内涵与监测评价理论模型

对基础教育质量内涵的理解需从形成规定性定义或纲领性定义转向给出描述性定义,包括:(1)教育质量的内涵是多要素、多层面的,需要建立起系统的教育质量观;(2)教育质量的核心是学生的发展;(3)学生的发展应当是全面的;(4)学生的发展是多因素作用的结果。基础教育质量监测评价的理论模型是对质量内涵的结构化呈现,其以CIPO(背景-输入-过程-产出)为框架,从学生发展角度对教育产出进行定义,并遴选关键影响因素,对教育质量的各层面各因素及其相互关系进行考察,最后从教育因素的作用这一视角表征教育质量。我国监测评价工作还需利用教育质量标准对基础教育质量进行明确定义,完善关键影响因素监测,加强对教育质量的追踪调查和实验研究,建构教育质量指数。     

语言经济学指导下商务英语教育的“投入”和“产出”

本文从语言经济学与商务英语教育"投入"与"产出"的关联性入手,就教育经济学、特别是语言经济学与商务英语学习的关系进行论述,并从经济学的角度分析影响商务英语精通水平的因素;同时分析教、学商务英语对于学习者个体以及全社会经济发展的影响;尤其是分析教、学商务英语的过程中经济成本"投入"和未来经济效益"产出"之间的因果链。     

Hispanic Student Success: Factors Influencing the Persistence and Transfer Decisions of Latino Community College Students Enrolled in Developmental Education

This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic community college students. Early models of student persistence have been validated primarily among 4-year college students. While the constructs have been well-established, the relationships of those relevant factors remain unexamined among community college transfer students, and specifically, among Hispanic students enrolled in developmental coursework and planning to transfer from a community college to a 4-year institution. Logistic regression analysis was used to test the hypothesized conceptual framework on an existing set of quantitative persistence data drawn from a national sample of Hispanic students.     

Effect of Racial/Ethnic Composition on Transfer Rates in Community Colleges: Implications for Policy and Practice

This study examines factors associated with community college transfer rates. Regression models are developed using community college data at the institution level. The analyses employ two different definitions of the transfer rate and two different time spans over which to observe transfer behavior. Holding constant other factors expected to influence differences in transfer rates, the results reveal disparities in transfer rates according to the racial/ethnic composition of the student body. Community colleges with higher percentages of either Latino or African American students have lower 6-year transfer rates. The findings also confirm the results of other studies: community colleges with higher transfer rates tend to have younger student populations, students with higher socioeconomic status and better academic preparation, and a greater focus on academic programs. The important policy implications of these findings for states where the percentages of students of color are increasing are discussed.     

Transfer Student Success: Exploring Community College,University, and Individual Predictors

ABSTRACT

This paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion.     

Student Swirl at a Single Institution: The Role of Timing and Student Characteristics

Back-and-forth enrollment at different institutions—student swirl—and concurrent enrollment at two or more institutions—double-dipping—have become common experiences for students in the United States. However, empirical studies explaining student mobility are rather rare. This study examines how student departures from and returns to a single institution are affected by college attendance elsewhere. The model presented here demonstrates that departure rates are higher for students concurrently attending another college. Return rates, on the other hand, are substantially lower for those students who attend other colleges after departure from the study institution. The effect of multi-institutional attendance differs by college type, with the effect of 4-year out-of-state institution attendance being most pronounced. The simultaneous analysis of departures and returns provides the study institution with a more accurate and complete picture of student mobility.     

Precollege Factors and Leading Indicators: Increasing Transfer and Degree Completion in a Community and Technical College System

Today, community colleges are challenged to maintain their historical identity of open access while increasing student success. This challenge is particularly salient in the context of performance-based funding models. These models create student achievements, which determine institutional levels of state funding. Therefore, these new student success metrics are important to the fiscal health of community colleges. In an effort to better identify the likelihood of meeting these metrics, some scholars have suggested leading indicators. The purpose of this study was to examine the effects of leading indicators on transfer to a four-year institution and associate degree completion for community and technical college students at Kentucky’s two-year public institutions for groups based on student characteristics. Logistic regression analyses showed that leading indicators do predict transfer to a four-year institution and associate degree completion, but with varying levels of affect. Earning 30 credit hours by the end of the first year, passing a summer class and completing a college-level English class had the greatest effect on transfer to a four-year institution and associate degree completion. For performance-based funding models to be most effective and fair, policies and practices should consider precollege factors in their models. Also, these findings have implications for institutional level policy-making and practices.     

高校学生参与度及其成长的影响机制——十年首都大学生发展数据分析

本研究使用北京大学教育学院2010年度首都高校学生发展调查数据,采用结构方程模型分析了学生参与度与大学生成长之间的影响机制。研究发现,学生在大学的学习生活参与程度是影响学生成长最为关键的因素,验证了阿斯丁等学者的学生参与度理论在中国大学情境下的适切性。数据表明学生参与度对学生成长具有正向的中介作用;学生的校园互动会通过影响学生参与度而促进学生的成长和发展。研究还进一步发现学生参与度对学生成长的影响机制在不同类型的院校中存在显著差异。最后,本研究建议政府和大学应该审慎地思考传统的、割裂式的教学工作和学生工作两分的模式,逐步打破现有的＂教书不育人、育人不教书＂的文化和制度隔阂,构建生活-学习一体化的大学环境,积极促进学生的全面成长和发展。

Abstract：

Based on the 2010 annual data set of Beijing College Student Survey,this paper examines the relationships among student engagement,campus interactions,and college student achievement by employing structural equation model（SEM）.The findings include：[1] student engagement in classroom learning,learning outside of classroom,multidisciplinary learning,and extra-curricular participant significantly influence college student achievement;[2] interactions with faculty,student affairs professionals,and peer students positively impact student engagement;[3] among different type of institutions,how student engagement and interactions effect student development varies.     

College Match and Undermatch: Assessing Student Preferences,College Proximity,and Inequality in Post-College Outcomes

Recently, multiple studies have focused on the phenomenon of “undermatching”—when students attend a college for which they are overqualified, as measured by test scores and grades. The extant literature suggests that students who undermatch fail to maximize their potential. However, gaps remain in our knowledge about how student preferences—such as a desire to attend college close to home—influence differential rates of undermatching. Moreover, previous research has not directly tested whether and to what extent students who undermatch experience more negative post-college outcomes than otherwise similar students who attend “match” colleges. Using ELS:2002, we find that student preferences for low-cost, nearby colleges, particularly among low-income students, are associated with higher rates of undermatching even among students who are qualified to attend a “very selective” institution. However, this relationship is weakened when students live within 50 miles of a match college, demonstrating that proximity matters. Our results show that attending a selective postsecondary institution does influence post-college employment and earnings, with less positive results for students who undermatch as compared with peers who do not. Our findings demonstrate the importance of non-academic factors in shaping college decisions and post-college outcomes, particularly for low-income students.     

未完成的转型-普及化阶段首都高等教育的人才培养与学生发展

本研究以高等教育影响力与学生发展相关理论为分析框架,利用高校学生调查数据,分析普及化阶段北京高等教育的发展特征和学生学业成就的影响因素。研究结果显示:(1)随着规模的扩大,高校学生在家庭经济背景、学业资质、学习投入以及学习行为中出现了多元化和异质化趋势,而高等教育机构的教学课程、教学方法等方面却没有对此作出及时的对应,人才培养模式的转型出现了滞后;(2)高校学生的学业成就不仅取决于所在高等院校的组织性特征、高校教学质量、学生基本特征以及他们与教师、同学之间的互动,同时也受到学生本人学习参与投入程度的直接影响。     

Linking faculty development to community college student achievement: a mixed methods approach

Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving teaching strategies, and (b) the effects these teaching strategies have on student learning. Data were collected from administrators, faculty, and students to discover what teaching strategies are being used and, in their view, how these strategies affect learning outcomes. Data sources included a survey, documents, interviews, and observations. The case study institution is a New Mexico community college, and the research focuses on two academic programs with 145 students enrolled. Data analyses revealed three main themes: (a) faculty development and its link to teacher effectiveness and student learning outcomes are embedded in the mission, goals, and policies of the institution; (b) faculty development is considered vital, funding is always available, and faculty participate in on- and off-campus development activities to enhance their teaching effectiveness and student learning outcomes; and (c) the institution focused on collecting and analyzing student learning outcomes data, but no data-driven means for assessing the effectiveness of faculty development activities existed.