关于搞好高校档案工作的思考

档案工作对反映高校在办学，教学、教研方面的活动有着重要意义。围绕学校中心任务，档案工作要树立服务观念，通过健全机构，完善制度，加强网络化管理等措施，促进高校档案工作的规范化，以发挥档案资料在办学中的积极作用。     

浅议网络环境下信息资源的组织和管理

互联网上的信息纷繁复杂,用户感到困惑和茫然。拟从网络环境下信息资源的特点和加强信息资源管理的重要性出发,提出了解决面临的种种问题,并对如何更好地加强对信息资源进行组织管理提出了具体措施。     

Making a Difference: Using peers to assess individual students' contributions to a group project

Overcoming the potential dilemma of awarding the same grade to a group of students for group work assignments, regardless of the contribution made by each group member, is a problem facing teachers who ask their students to work collaboratively together on assessed group tasks. In this paper, we report on the procedures to factor in the contributions of individual group members engaged in an integrated group project using peer assessment procedures. Our findings demonstrate that the method we used resulted in a substantially wider spread of marks being given to individual students. Almost every student was awarded a numerical score which was higher or lower than a simple group project mark would have been. When these numerical scores were converted into the final letter grades, approximately one-third of the students received a grade for the group project that was different from the grade that they would have received if the same grade had been awarded to all group members. Based on these preliminary findings we conclude that peer assessment can be usefully and meaningfully employed to factor individual contributions into the grades awarded to students engaged in collaborative group work.     

Managing knowledge performance: testing the components of a knowledge management system on organizational performance

The main purpose of the current study is to validate the framework of knowledge management (KM) capabilities created by Gold (Towards a theory of organizational knowledge management capabilities. Doctoral dissertation, University of North Carolina, Chapel Hill) 2001) in a study of South Korean companies. However, the original framework did not provide a thorough explanation of the effect of incentives, which motivate and encourage the knowledge management process. In this study, the modified framework that includes incentives in the knowledge infrastructure capability was tested. Moreover, since there is a weak linkage between KM and organizational performance, this study used empirical evidence to identify the relationship between KM capabilities (KMC) and four perspectives of organizational performance. Since structural equation modeling (SEM) is mostly used to describe causal relationships among unobserved (latent) and observed variables, this study used SEM procedures to determine whether there were any structural relationships between knowledge management capabilities and four perspectives of organizational performance. Moreover, the SEM procedure is “a statistical test to find whether a model fits a set of data, whether it matches a theoretical expectation” (Vogt, Dictionary of statistics & methodology. Sage Publications Inc., Thousand Oaks, CA, p 135, 2005). Therefore, this study also used SEM procedures to test a hypothesized model that had a good fit indicates that the model adequately describes the sample data. This study assumed that knowledge management capabilities could be divided into two types: knowledge infrastructure and process capabilities. The original hypothesized model showed that there was a positive relationship between knowledge management capabilities and organizational performance, but the overall model fit was insufficient to be accepted, because knowledge infrastructure and process capabilities were highly correlated. This study proposed two alternative models to find the best fit and found that knowledge infrastructure and process capabilities should be combined under the higher-order latent variable as subordinate latent variables. Lastly, there was a positive relationship between KMC and organizational performance. This study might not be free from common method bias to some degrees. It would be better to divide participants into two groups to respond to either the knowledge management capabilities survey or the organizational performance survey and to investigate the correlation between them. There are two main contributions for the field of knowledge management. First, this study attempted to integrate the fragmented literature of knowledge management into a holistic view and develop a framework for knowledge management. Moreover, this study found that there is a strong and positive relationship between KM infrastructure and process, which could refer that, to improve organizational performance, an organization should support KM processes, as well as build decent KM infrastructure. The results of this study would help KM practitioners to advocate the importance of KM to top managements.     

Using diagrams as tools for the solution of non-routine mathematical problems

The Mathematics education community has long recognized the importance of diagrams in the solution of mathematical problems. Particularly, it is stated that diagrams facilitate the solution of mathematical problems because they represent problems’ structure and information (Novick & Hurley, 2001; Diezmann, 2005). Novick and Hurley were the first to introduce three well-defined types of diagrams, that is, network, hierarchy, and matrix, which represent different problematic situations. In the present study, we investigated the effects of these types of diagrams in non-routine mathematical problem solving by contrasting students’ abilities to solve problems with and without the presence of diagrams. Structural equation modeling affirmed the existence of two first-order factors indicating the differential effects of the problems’ representation, i.e., text with diagrams and without diagrams, and a second-order factor representing general non-routine problem solving ability in mathematics. Implicative analysis showed the influence of the presence of diagrams in the problems’ hierarchical ordering. Furthermore, results provided support for other studies (e.g. Diezman & English, 2001) which documented some students’ difficulties to use diagrams efficiently for the solution of problems. We discuss the findings and provide suggestions for the efficient use of diagrams in the problem solving situation.     

Imitation and performance in confrontations between competent peers: The role of the representation of the task

This study (N=75) examined the influence dynamics that take place between two competent individuals presenting divergent solutions for a cognitive task. The hypothesis was that such settings (i.e., conflict of competencies) are unlikely to have a positive effect on intellectual performance because of the representation of the task, and that an increase in performance may be found if such a representation is modified. Three conditions were examined: a control condition in which participants completed the task by themselves, a conflict of competencies condition in which participants declared to be highly competent where confronted with a equally highly competent (bogus) partner who offered diverging solutions (standard conflict of competencies condition), and a conflict of competencies condition in which a decentring procedure was induced to modify the representation of the task. The results showed that participants in the decentring condition solved the task better compared to the standard conflict of competencies condition and the control condition. However, the results unexpectedly revealed imitation in the two conflict of competencies conditions compared to the control condition. Complementary analyses suggest that in the standard conflict of competencies condition imitation corresponds to a defensive motivation.     

Managing change: The superintendent as line director of instruction

The purpose of this study was to examine the role of a superintendent and his district instructional staff in managing change in a New York City school district. An individual case study was used to examine leadership and instructional improvement in a context with administrative and teaching staff limitations and an unprecedented influx of newly arrived immigrant students. We found a pattern of beliefs, instructional approaches and strategies consistent with district systemic change efforts; however, the superintendent emerged at the centre of all interviews and observations. Transformational and charismatic leadership were used to examine the phenomena.     

Perceptions of peers as socialization agents and adjustment in upper secondary school

The purpose of present study was to explore the perceptions of peers as socialization agents in school adjustment among upper secondary school students. The associations were studied in a sample of 564 Norwegian students. Results showed that perceptions of friends and classmates as socialization agents accounted for unique variances in various measures of school adjustment, when controlled for academic achievement, family financial situation, year of schooling, gender and course of study. The unique effect of peer socialization factors on variances in intentions to quit school, truancy, class absence, school alienation and improved motivation for continued education was 7.9%, 7.2%, 6.8%, 6.5% and 5.3% respectively, indicating that late adolescents' school adjustment is statistically significant, but relatively moderately associated with different aspects of peer socialization. School-obstructive regulation was the variable that accounted for most variances in school adjustment, followed by classmate support and school-supportive regulation.     

Assessing participation skills: online discussions with peers

Many tertiary-level courses assess students’ participation in tutorial or online discussions. However, in educational and pedagogical research literature, criteria for assessing students’ skills in engaging with peers remain unclear. This article describes an online assignment with a set of participation criteria and a method for assessing the quality of students’ interactions with peers. The assignment focuses on students’ ability to utilise their critical thinking skills while engaging with peers on a particular topic. This includes abilities such as responding to criticism, justifying one’s view and contributing to discussion. While the assignment is designed for a critical thinking course in a philosophy curriculum, the method and participation criteria may be adapted for assessment in other discipline areas.