关于校企合作教育评价问题的论析

教育评价是引导教育培养高素质人才,引导社会充分利用教育成果和促进教育健康发展的保障。校企合作教育已成为高职人才培养的重要手段和追求,但对合作教育过程和结果的评价却很少。为了使校企合作教育全面、健康、持续发展,需要建立一套科学合理的检查、总结、评价的机制。本文试图从三个层次的比较,探讨目前校企合作教育的现状,以利于校企合作教育向更高层次发展。     

Volterra协作种群系统的能控性

研究了具齐次Neumann边界条件的非线性抛物积微分系统的精确零能控.首先建立对偶的线性化系统Carleman型估计;由此得到线性化系统的能控性;最后根据Kakutanis’s不动点定理证明非线性问题的零能控.     

An Evaluation of a Children's Safety Training Programme

This paper reports an experimental evaluation of a children's safety training programme,Kidscape, which aims to increase primary school children's ability to deal with four types of potentially unsafe situation: being bullied, being approached by a stranger, being subject to inappropriate intimacy from a known adult and to pressure from such adults to keep such intimacy secret. Assessments of children's safety awareness were carried out in three schools which used the programme, and in three matched control schools which did not, with children at two age levels, 6 years and 10 years. These assessments of children's awareness were made on three occasions: before, immediately after and 2‐3 months after the training programme for the experimental sample (60 children) and on corresponding occasions for the control sample (60 children). The results revealed a significant improvement in the safety awareness of the experimental (trained) group after training and also a significant difference between the groups, in favour of the trained group. However, an improved performance of the control (untrained) group suggests that factors other than the Kidscape programme itself may influence these differences. Age differences in children's wariness of the four safety situations are also discussed.     

Technology-Enhanced Physics Programme for Community-Based Science Learning: Innovative Design and Programme Evaluation in a Theme Park

Journal of Science Education and Technology - In this study, a new physics education programme is specifically developed for a famous theme park in Hong Kong to provide community-based science...     

Evaluation of Video-Based Instructional Coaching for Middle School Teachers: Evidence from a Multiple Baseline Study

Thomas M. SkrticDepartment of Special Education, University of Kansas, Lawrence, Kansas, USABarbara A. BradleyDepartment of Curriculum and Teaching, University of Kansas, Lawrence, Kansas, USAJim KnightCenter for Research on Learning, University of Kansas, Lawrence, Kansas, USA We designed a multiple baseline study to evaluate an instructional coaching model in which coaches use video recordings of collaborating teachers’ classrooms to inform their coaching practices. In this model, teachers and coaches use video evidence to co-construct a student-based goal and identify best practices to reach their goal. We found that the instructional coaching model is associated with greater use of effective pedagogical strategies among teachers and increased student engagement in the classroom.     

Diaries for Self‐assessment and INSET Programme Evaluation

Diaries are now a well‐established tool in educational research. They have been used in studies looking at language learning, programme evaluation and, more recently, teachers in training. However, the procedures adopted in these studies are often loosely defined and thus limited in scope. Research conducted recently at the University of York has made use of questionnaires and controlled diary writing to focus participants on the possible content of their diaries and guide them through the writing process. This paper will describe one such study which looked at the value of continuous self‐assessment for both evaluating and extending the outcomes on short‐term INSET programmes.     

Imprisonment and Career Development: An Evaluation of a Guidance Programme for Job Finding

This study describes the evaluation results of PORO; a three level occupational guidance programme designed to improve offender's job finding possibilities and to reduce reoffending after imprisonment. The programme is carried out at a Catalan prison, and the evaluation approach used is Stufflebeam's CIPP model, considering the efficiency, effectiveness and impact of the programme. Evaluation outcomes and practical suggestions for career development applications addressed to prison populations are reported.     

Toward a Theory of Coaching Paradox

Multiple tensions exist as part of the coaching process. How a coach responds to these tensions is a fundamental determinant of an athlete or team’s fate. In today’s highly competitive, socially demanding, and ever-changing sports environment, and as the expectations on coaches become more complex, the paradox becomes a critical lens to understand and assist contemporary coaches. This article defines the paradox based on a synthesis of existing literature and proposes an organizing framework for categorizing tensions relevant to coaching. This review draws distinctions between the paradox and other similar constructs, such as dilemmas and dialectics. In doing so, it is suggested that tensions are inherent and persistent to the coaching process and that purposeful management of paradoxical forces over time can lead to a tradition of success. Together, the review of literature and frameworks provide the foundations of a paradoxical perspective of coaching, offer clarity, provoke discussion, and fuel future research.     

远程学习环境下的学生辅导对在学率的影响

以色列开放大学（OUI）是一所以远程学习及自学为主的免试入学的高等学院。对所有高等教育机构,尤其是对远程开放教育机构来说,学生的在学率问题是最被关注的。为应对这一问题,OUI决定实施一项保证在学率的项目,其目的是帮助新生解决在学习第一门课程中遇到的困难。新生和高年级的学生组成对子,由高年级的学生在第一学期作为辅导员帮助他们解决困难。本论文介绍了此项目实施情况并展示了接受辅导的学生的学习情况、就学情况、沟通情况以及他们在远程学习环境中的辅导情况。     

Coaching for the PISA test

Coaching is known to improve student performance on tests with high personal relevance (“high-stakes tests”). We investigate whether the same holds for a test that has no personal relevance for the students taking it (“low-stakes test”). More specifically, we explore whether student performance on the reading and mathematics assessments of the OECD's Programme for International Student Assessment (PISA) can be fostered by coaching (and administering a pretest). Coaching and pretest effects were studied for each content domain separately in a pre-/posttest quasi-experimental design. To examine differential effects of academic tracks, samples were drawn from German Hauptschule and Gymnasium schools. Results show that only the combined effects of pretesting and coaching have substantial positive effects on student performance. Implications for the interpretation of large-scale assessment programs are discussed.     

Evaluation of a Study Skills Intervention Programme: A Mixed Methods Study

This article reports on a mixed methods study that evaluated the efficacy of a study counselling intervention programme at a South African university. Quantitative data, collected by means of the Learning and Study Strategy Inventory, indicated that the study skills intervention programme brought about statistically significant improvements in participants' study skills profiles. The qualitative findings that were collected from 10 participants served as a contextual lens to develop a more holistic understanding of the quantitative results. It is argued that multidisciplinary collaboration is required to address the heteregenous needs of students within the higher education context.     

Coaching a high school debate team

Equipment for Stage Production. By Arthur Edwin Krows. New York and London: D. Appleton and Company, 1928. $1.50.

Acting. A Book for the Beginner. By Allen Crafton and Jessica Royer. New York: F. S. Crofts, 1928. $2.25.

The Development of Dramatic Art. By Donald Clive Stuart. New York and London: D. Appleton and Company, 1928. $6.00.

Fallodon Papers. By Viscount Grey of Fallodon, K. G., Boston and New York: Houghton, Mifflin Company, 1926; pp. vi, 167.

Teaching Speech in the Elementary School: A comparative study of speech education in the elementary schools of England and the United States. By Emma Grant Meader. New York: Bureau of Publications, Teachers College, Columbia University, 1928, pp. 129.

Persuasive Speaking. By John A. Mcgee. New York: Charles Scribner's Sons, 1929; pp. x, 300.

Essay Backgrounds for Writing and Speaking. Edited by Anthony P. Blanks. New York: Scribner's, 1929, pp. 378.

Thought and Its Expression. Edited by G. C. Clancy, New York: Harcourt, Brace; 1928, pp. 260.

Further Adventures in Essay Beading: Edited by Thomas Rankin Amos Morris, Melvin Solve, and Carleton “WELLS. New York: Harcourt_? Brace; 1928, pp. 582.

Essays in Liberal Thought. Edited by W. H. Thomas and Stewart Morgan. New York: Harcourt, Brace; 1928, pp. 574.

Models and Values. Edited by “Walter Phillips, William Crane, and Frank R. Byeers. New York: Oxford University Press, pp. 528.

The Little Library of Self‐Starters. By Robert R. Updegraff. Chicago: A. W. Shaw Company, 1929; six volumes, $4.

Practical Speech‐Making: the Extempore Method. By Edwin Du‐Bois Shurter and Charles Almer Marsh, Boston: Houghton Mifflin Company, 1929; pp. vi, 248; $1.60.     

Evaluation of an Educational Computer Programme as a Change Agent in Science Classrooms

I report on benefits from 26 teacher-participant evaluators of a computer game designed to motivate learning and to ease conceptual understanding of biology in South Africa. Using a developmental, social constructivist and interpretative model, the recommendation is to include the value systems and needs of end-users (through social dialogue); curriculum issues (learning theories in the ECP and those the education authorities recommend, as well as ECP-curriculum integration); the nature of the subject the ECP presents (e.g., Nature of Science); and the compatibility of the ECP with school computers.     

Cooperating Teaching as a Professional Development Activity

This study examined cooperating teachers’ perceptions of how student teacher supervision is aligned with the standards of the National Staff Development Council (NSDC). The conceptual framework of this research advanced that serving as a cooperating teacher is equivalent to a professional development activity. The researcher adapted an instrument from the NSDC to measure cooperating teachers’ perceptions in grades K-12. The survey was completed by 181 out of the 287 sample population. Cooperating teachers moderately agreed that student teacher supervision aligned with the standards of the NSDC. This role used the three categories needed for effective professional development: context, process, and content.     

A Qualitative Evaluation of a Project to Enhance Pupils' Emotional Literacy Through a Student Assistance Programme

Recent policy highlights schools' responsibility for safeguarding children and promoting their health and welfare and addressing their emotional and behavioural needs. In doing so, it is anticipated that their emotional literacy and social competence might be enhanced. Recognizing that an increasing number of children exhibit emotional and behavioural difficulties affecting their learning, Wrexham Local Education Authority implemented a Student Assistance Programme (SAP). SAP offers primary prevention and early intervention to pupils who exhibit high-risk behaviours and supports those whose circumstances affect their ability to engage with others at home and school, through participation in support groups. A study was conducted to evaluate the effectiveness of SAP. The study aimed to illuminate changes in student behaviour as described by themselves and facilitators, and to identify any wider implications of the SAP in terms of its effects on peers, teachers and family members. Using an interactive, responsive evaluation design, 11 focus group interviews were conducted involving 21 facilitators, seven head-teachers and 64 children. Data were analysed using qualitative content analysis. The findings revealed benefits, challenges and issues of sustainability. This paper discusses the findings of the study and the implications for future sustainability.     

Developing a Language Programme

An experimental programme to develop language, especially comprehension, in mentally handicapped children aged four to eight is described by Bill Gillham, lecturer in the Child Development Research Unit, Nottingham University. He is currently using it with four Down's Syndrome children     

企业教练理论与外语教学“教练”理念研究

将企业界的“企业教练”理论引介到外语教学就形成了外语教学的“教练”理念,该理念突出了对学生主体和学习实践的关注,把传统的“教师→外语→学生”型教学观念提升到“教师→学生→外语”型的以人为本、重在实践的教学理念,从而升华了师生关系、优化了课堂教学、提升了教学效果、强化了课外训练、提高了学习效率,是一种符合当代教育价值观念与发展趋势的新型教学理念。     

中学生焦点解决学习辅导计划评介

在美国的中学情境中,焦点解决学习辅导计划是一项由数据驱动的心理咨询和学习策略计划,该计划专门针对学业成就不理想的学生和经济困难学生.这一计划以焦点解决技术为基础,为学校心理咨询员在校改中应充当的角色提供了范例与榜样.相关研究表明,学生们普遍从这一学习辅导计划中受益.焦点解决学习辅导计划,对我国中学生的学习心理辅导具有重要的借鉴价值.     

A Coaching Model for Student Affairs Assessment

Emily M. Slager and D'Arcy J. Oaks describe the coaching philosophy that helped the Student Life departments at The Ohio State University excel at the sometimes daunting process of outcomes‐based assessment.