知犹不及——美国AERA2012年会述评

2012年美国教育研究协会(AERA)年会,4月在加拿大温哥华市召开。在本次年会中,涉及了"教学技术"、"学习科学"、"非正式学习环境中的研究"、"教师专业发展"、"技术.教学.认知.学习"、"虚拟学习环境应用研究"、"技术作为教学变革的代理"、"在线教与学"八个有关教育技术的专题,通过评述并结合AERA2009、2010、2011年会的情况,全面梳理、总结了近几年AERA年会所体现出来的国外研究特点、热点与趋势。     

Legitimizing subjectivity: Meritorious performance and the professionalization of teacher and principal evaluation

An earlier version of this article was a paper presented at the 1988 Annual Meeting of the American Educational Research Association, New Orleans     

What student teaching evaluation instruments tell us about emphases in teacher education programs

Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. April, 1995     

Karplus,careers, and carbon: Karplus lecture

Presented March 28, 1992, at National Science Teachers Association Annual Meeting, Boston, Massachusetts.     

Selecting master teachers: A preliminary study

Paper presented at the 1988 Annual Mid-Western Educational Research Association Meeting, Chicago, October 13, 1988.     

金融工程学科发展和创新型人才的培养——2010年中国金融工程学年会暨金融工程与风险管理论坛综述

通过对＂2010年中国金融工程学年会暨金融工程与风险管理论坛＂的精彩发言内容及核心思想进行整理总结,以期为我国金融工程学科发展与创新型人才的培养提供有益借鉴。     

Dare We Build a New Global Order?

AESA President-elect Roland Sintos Coloma (Northern Kentucky University) and the 2018 Program Committee are pleased to announce the theme for the 2018 Annual Meeting.     

亚太地区教育质量保障的十年变革—APQN2012学术研讨会暨年度会员大会综述

本文综述了亚太地区质量保障组织（APQN）2012学术研讨会暨年度会员大会的情况。介绍了会上交流的主要学术观点和各国在教育保障中的主要经验和一些做法,并展望了教育质量保障未来发展的趋势。     

Educational administrative inservice education: An outline of a grounded theory

This article is based on a paper prepared for presentation at the Annual Meeting of the American Educational Research Association, April 5–9, 1988, New Orleans.     

Remembering a Past President

Remarks prepared for the NCME memorial celebration for Brenda Holliday Loyd (August 3,1949-December 6, 1995) at the Annual Meeting of NCME, New York City, April 10, 1996.     

Social Perspective Taking: Advancing Empathy and Advocating Justice

Note: An earlier version of this paper was presented at the 1993 American Education Research Association Annual Meeting, Atlanta, GA. My thanks for critical comments on earlier drafts to Patricia Campbell, Carol Anne Dwyer, Kathy O'Neill, Diane Pollard, and Donald Powers.     

What is an expert instructional designer? Evidence of expert performance during formative evaluation

Two instructional designers were provided with formative evaluation data from the sources recommended in the literature and were asked to revise a piece of instructional text while thinking aloud. Their verbal protocols were recorded, transcribed, segmented and coded, using a coding scheme derived from Newell and Simon's (1972) problem-solving model. Relevant codes were analyzed for evidence of the characteristics of expert performers identified by Glaser and Chi (1988) and Shanteau (1992). Results were unclear when the number of coded segments in each category was counted, but examination of the content of the segments showed clearly that one of the research participants demonstrated more attributes of expertise than the other, based on the identified characteristics.This paper was originally presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, March 1997.The author acknowledges, with gratitude, the helpful comments made by Cynthia Weston, Wayne Nelson, and three reviewers on earlier drafts of this paper.This research was supported in part by grants from the Social Sciences and Humanities Research Council of Canada (SSHRC) and Fonds pour la formation des chercheurs et l'aide a la recherche (FCAR).     

Living–Learning Programs and First-Generation College Students’ Academic and Social Transition to College

This study examines the role of living–learning (L/L) programs in facilitating first-generation students’ perceived academic and social transition to college. Using a sample of 1,335 first-generation students from 33 4-year institutions who participated in the National Study of Living–Learning Programs during Spring 2004, the results of the study show that first-generation students in L/L programs reported a more successful academic and social transition to college than their first-generation counterparts living in a traditional residence hall setting. In addition, interactions with faculty members and using residence hall resources facilitated an easier academic transition for first-generation students in L/L programs, and supportive residence hall climates were related to an easier social transition. A preliminary interpretation of this study’s results is that structured activities, such as faculty interaction and residence hall programming, are more influential for this population than informal peer groups. An earlier version of this paper was presented at the 2005 Annual Meeting of the American Educational Research Association, Montreal, Canada.     

EXAMINATION OF EARLY CHILDHOOD PRACTITIONERS’ GENERAL PERCEPTION OF GENDER DIFFERENCES IN YOUNG CHILDREN

This study attempts to explore and discuss preschool teachers’ perception of gender differences in young children through their verbal expression. The teachers (Study I, n —121, Study II, n= 31) in this study perceive female preschoolers as positive and sensitive learners. While many learner qualities such as inventive, problem‐solver, builder, hands‐on, questioning, etc. are identified more often for boys than girls, overall the teachers’ perception of the boys’ group is less “teachable” and “easy to work with” than the girls group. In addition, one of the most intriguing and concerning observations is that girls are perceived as “passive learners” and therefore they are more “teachable” than boys. As implications of the study, the paper discusses an important understanding of gender‐fair and gender‐congruent pedagogical awareness for developmentally and culturally appropriate practice in early childhood education.

This study was originally presented at the 1999 AERA Annual Meeting, April 19‐23, Montreal, Canada, and was titled Examination of Preschool Teachers’ Biased Perception on Gender Difference.     

面向设计实践的学习研究:AERA2011年会学习科学专题述评

本文就全美教育研究联合会(AERA)2011年会中展示的学习科学研究专题进行述评,从学习科学的研究热点、研究方法和研究工具等方面出发,对学习科学专题的研究进行概括和分析,从中透视出学习科学研究领域中前沿的研究动态和发展趋势。     

戊戌政变后康梁在海外的活动述评

戊戌政变后,康有为、梁启超逃亡海外,在海外华侨社会中继续其改良救国活动。他们首先在加拿大创立了“保皇会”,该会吸纳了许多富裕侨商和华侨中的头面人物。接着,保皇会势力迅速扩展到美国,在那里很快形成海外保皇运动的中心。本文主要论述了康梁保皇派在加拿大和美国华侨社会中的活动及其产生的影响。     

Trying hard: Interdisciplinary programs at the Evergreen State College

The Evergreen State College is a new, nontraditional, state-supported, open-admission, four-year liberal arts college in Olympia, Washington. Approximately one-third of the students at Evergreen are enrolled in a full-time interdisciplinary program of 40 to 90 students, staffed by two to five faculty. This paper gives a general account of what these interdisciplinary programs are like, and what, in general, helps them to succeed or makes them fail.This paper was originally presented at the Annual Meeting of the American Association of Higher Education in Chicago, March 1976.     

Anticipatory socialization of graduate students

Most observers in higher education and most faculty agree that more student-oriented teachers are needed; but there is no consensus on how to get them. Options include finding new faculty and/or changing present faculty. The latter seems practically impossible, since most faculty are intransigent, and faculty development is addressed to too few. Graduate education, too, is unlikely to change, as present faculty guide its directions. The alternative is to find students with the proper dispositions on entrance to graduate schools. The question addressed herein is whether among current admittees to graduate schools there are sufficient numbers of persons with orientations significantly different from those of current faculty. The article reports on empirical assessments of preferences for 320 discrete tasks in the academic role by accepted graduate school applicants and younger and older faculty.This paper was presented at the 17th Annual Meeting of the Association for Institutional Research, Montreal, Canada, May 9, 1977. The research was supported by a grant from the Fund for the Improvement of Postsecondary Education, Department of Health, Education and Welfare.     

The legitimation of inequality in American education

The literature substantiating inequality in American education, and its social ramifications, revolving largely about the Bowles-Gintis thesis, is by now well established. This paper strives to move beyond this established relationship, to explore its social acceptance. The legitimation of inequality is viewed primarily as a product of early stratification in education and its cumulative reinforcement, in a cultural context of contests as an equality of opportunity.An earlier version of this paper was presented at the 61st Annual Meeting of the Eastern Sociology Society, April 13, 1991, Providence, Rhode Island.     

拓展社会想象力:以公共利益为导向的教育研究——美国AERA2011年会述评

2011年美国教育研究协会(AERA)年会在美国路易斯安那州新奥尔良市召开。通过对"教学技术"、"学习科学"、"非正式环境中的学习"、"技术·教学·认知·学习"、"技术作为教与学的变革代理"、"教师专业发展"、"在线教与学"、"虚拟学习环境应用研究"、"新兴技术"、"大脑、神经科学和教育"十个有关教育技术的专题进行评述,并结合AERA2009、2010年会的情况,对本次年会的研究特点和趋势进行概括和分析,希望能让国内读者对本次大会的整体情况和相关领域的研究动态有所了解。