From Parental Involvement to Children's Mathematical Performance: The Role of Mathematics Anxiety

This study examined whether children's mathematics anxiety serves as an underlying pathway between parental involvement and children's mathematics achievement. Participants included 78 low-income, ethnic minority parents and their children residing in a large urban center in the northeastern United States. Parents completed a short survey tapping several domains of parental involvement, and children were assessed on mathematics anxiety, whole number arithmetic, word problems, and algebraic reasoning. Research Findings: The results indicated that parents influence children's mathematics achievement by reducing mathematics anxiety, particularly for more difficult kinds of mathematics. Specifically, the mediation analyses demonstrated that parental home support and expectations influenced children's performance on word problems and algebraic reasoning by reducing children's mathematics anxiety. Mathematics anxiety did not mediate the relationship between home support and expectations and whole number arithmetic. Practice or Policy: Policies and programs targeting parental involvement in mathematics should focus on home-based practices that do not require technical mathematical skills. Parents should receive training, resources, and support on culturally appropriate ways to create home learning environments that foster high expectations for children's success in mathematics.     

减小水槽尾部流态影响的新型孔板尾门研究

通过几种常用水槽尾门对水槽尾部流态影响的分析，结合流速分布数公式和小孔口自由出流公式，推导出一种新型斜拉孔板尾门开设孔径的计算公式，经验证，用该公式设计的新型斜拉板尾门对水槽尾部的流态影响较小，在水槽总长度不变的前提下，达到增加水槽的有效工作长度的目的。     

基于散射点模型分析目标旋转对雷达回波信号的影响

根据雷达一般成像原理,基于散射点模型讨论了目标旋转纵向位移及由此引起的散射点相位差的变化关系。通过数值计算详细分析了目标表面散射点雷达回波功率散射特性及相位随旋转角的变化特征。利用散射点模型讨论目标表面面元散射回波相位随目标姿态旋转角变化特征对开展全尺寸复杂目标雷达距离高分辨或者距离多普勒成像有一定的意义。     

Appropriating Mathematical Practices: A Case Study of Learning to Use and Explore Functions Through Interaction with a Tutor

This case study uses a sociocultural perspective and the concept of appropriation (Newman, Griffin and Cole, 1989; Rogoff, 1990) to describe how a student learned to work with linear functions. The analysis describes in detail the impact that interaction with a tutor had on a learner, how the learner appropriated goals, actions, perspectives, and meanings that are part of mathematical practices, and how the learner was active in transforming several of the goals that she appropriated. The paper describes how a learner appropriated two aspects of mathematical practices that are crucial for working with functions (Breidenbach, Dubinsky, Nichols and Hawks, 1992; Even, 1990; Moschkovich, Schoenfeld and Arcavi, 1993; Schwarz and Yerushalmy, 1992; Sfard, 1992): a perspective treating lines as objects and the action of connecting a line to its corresponding equation in the form y = mx + b. I use examples from the analysis of two tutoring sessions to illustrate how the tutor introduced three tasks (estimating y-intercepts, evaluating slopes, and exploring parameters) that reflect these two aspects of mathematical practices in this domain and describe how the student appropriated goals, actions, meanings, and perspectives for carrying out these tasks. I describe how appropriation functioned in terms of the focus of attention, the meaning for utterances, and the goals for these three tasks. I also examine how the learner did not merely repeat the goals the tutor introduced but actively transformed some of these goals.     

传统立场与现代言说:扩大当代中国文化影响力的实践反思

文化影响力是一个国家增强国际社会对本国的理解、信任和尊重的重要方面。当前,中国已经认识到文化影响力的重要作用,而且也取得了一定效果。但是,仍存在不少挑战。主要表现在:文化霸权对文化价值观的消解和多元文化的冲突。面临这样的挑战,我们认为,扩大中国文化影响力既要确保传统民族文化在现时代的理性成长,又要努力全面展现当代中国国家形象。     

PISA阅读素养子能力对数学与科学表现的影响--以PISA2018中国四省市样本数据为例

以PISA2018中国四省市样本数据为例,应用结构方程方法,研究信息定位、文本理解、评价与反思三个PISA2018阅读素养子能力对数学与科学表现的影响。结果表明,阅读素养的子能力之间高度相关,对科学表现和数学表现有较大的影响;信息定位对文本理解具有决定性的影响,文本理解在阅读对数学与科学的影响中起承上启下的关键作用,评价与反思对数学、科学的影响中很大一部分是通过文本理解间接影响的,阅读三个子能力对科学的影响中,很大一部分可以通过数学路径来解释。     

基于霍金斯模型的消费者购买液态奶影响因素研究

在乳制品市场中,液态奶是我国乳品产业中规模最大、增长最快的细分市场。通过运用霍金斯模型分析我国液态奶市场现状,从外部因素、内部因素、自我概念与生活方式四个方面分析消费者购买液态奶的影响因素,有助于乳品企业从理论层面更好地理解消费者在消费决策中的消费心理,从而制定出更有力的营销策略。     

深化高校人事分配制度改革的实践与思考——武汉职业技术学院以岗位管理为核心的绩效考核制度的建立

人事分配制度改革是高校内部管理体制改革的重点与难点。在国家改革政策的指导下,各高校结合自身的特点,陆续进行了以岗位设置管理工作为核心的校内人事管理体制改革,积极推进岗位绩效工资制度改革。文章通过介绍武汉职业技术学院人事分配制度改革的实践探索,分析其改革成效,并对进一步深化高校人事分配制度改革进行了思考和研究。     

90后企业员工自我效能感对工作绩效的影响——工作投入的中介作用

90后员工已经成为多数企业最具潜力和活力的重要力量,为提高90后企业员工自我效能感、工作投入与工作绩效关系的理论基础,采用问卷调查的方法,以212名90后企业员工为样本,检验了工作投入对员工自我效能感与工作绩效的中介作用,结果表明:自我效能感和工作投入能显著正向预测90后员工的任务绩效和周边绩效;工作投入在自我效能感与任务绩效、周边绩效的关系中起中介作用。     

Explicitly Teaching for Transfer: Effects on the Mathematical Problem‐Solving Performance of Students with Mathematics Disabilities

The purpose of this study was to explore methods to enhance mathematical problem solving for students with mathematics disabilities (MD). A small‐group problem‐solving tutoring treatment incorporated explicit instruction on problem‐solution rules and on transfer. The transfer component was designed to increase awareness of the connections between novel and familiar problems by broadening the categories by which students group problems requiring the same solution methods and by prompting students to search novel problems for these broad categories. To create a stringent test of efficacy, we incorporated a computer‐assisted practice condition, which provided students with direct practice on real‐world problem‐solving tasks. We randomly assigned 40 students to problem‐solving tutoring, computer‐assisted practice, problem‐solving tutoring plus computer‐assisted practice, or control, and pre‐ and posttested students on three problem‐solving tasks. On story problems and transfer story problems, tutoring (with or without computer‐assisted practice) effected reliably stronger growth compared to control; effects on real‐world problem solving, although moderate to large, were not statistically significant. Computer‐assisted practice added little value beyond tutoring but, alone, yielded moderate effects on two measures.     

The Influence of Coaching on Employee Performance: Results From Two International Quantitative Studies

Coaching has been identified as a key managerial behavior that organizations must promote to develop employees and achieve higher levels of performance. Despite this agreement and an increasing interest in coaching, there is still a paucity of studies exploring the impact of coaching on individual performance. This article presents an empirical investigation from two international field studies, one using business‐to‐business salespersons working in Latin America and the other one using business‐to‐consumer frontline employees from a service organization in Canada. Building on leader‐member exchange theory, we propose that coaching increases individual performance beyond the potential impact of sales experience and tenure. We find that coaching can explain between 2.9% and 6.2% of the variance in performance when controlling for tenure and experience. This article makes several scientific and managerial contributions, and also opens new avenues for research.     

Correction to: An integral perspective on teacher evaluation: a review of empirical studies

Educational Assessment, Evaluation and Accountability - The original version of this article unfortunately contained mistakes.     

The Influence of Strategy and External Quality Audit on University Performance: An Australian perspective

Tertiary Education and Management - External quality audits have been introduced in many parts of the world including Asia Pacific, Asia, Africa, Europe, and the Middle East. While external quality...     

何以失效:新高考改革对理工科新生大学学业表现的影响

理工科人才培养质量直接关乎国家科技创新能力的长远发展.新高考改革期望通过升学机制调整撬动高中教育转型,促进理工科人才培养体系的衔接与贯通.全国高校学生发展调查数据和研究型大学师生访谈资料的分析发现,新高考改革并未有效提升理工科新生的大学学业表现,对承担拔尖创新人才重任的"985工程"院校理工科学生培养呈现抑制效应,其原...     

Young Children's Comprehension of Temporal Relations in Complex Sentences: The Influence of Memory on Performance

The present study investigated 3‐ to 7‐year‐olds' (N = 91) comprehension of two‐clause sentences containing the temporal connectives before or after. The youngest children used an order of mention strategy to interpret the relation between clauses: They were more accurate when the presentation order matched the chronological order of events: “He ate his lunch, before he played in the garden” (chronological) versus “Before he played in the garden, he ate his lunch” (reverse). Between 4 and 6 years, performance was influenced by a combination of factors that influenced processing load: connective type and presentation order. An independent measure of working memory was predictive of performance. The study concludes that the memory demands of some sentence structures limits young children's comprehension of sentences containing temporal connectives.     

The Influence of Dual Enrollment on Academic Performance and College Readiness: Differences by Socioeconomic Status

I examine the influence of dual enrollment, a program that allows students to take college courses and earn college credits while in high school, on academic performance and college readiness. Advocates consider dual enrollment as a way to transition high school students into college, and they further claim that these programs benefit students from low socioeconomic status (SES). However, few researchers examine the impact of dual enrollment on academic performance and college readiness, in particular, whether SES differences exist in the impact of dual enrollment. Even fewer researchers consider the extent to which improved access to dual enrollment reduces SES gaps in academic performance and college readiness. I find that participation in dual enrollment increases first-year GPA and decreases the likelihood for remediation. I conduct sensitivity analysis and find that results are resilient to large unobserved confounders that could affect both selection to dual enrollment and the outcome. Moreover, I find that low-SES students benefit from dual enrollment as much as high-SES students. Finally, I find that differences in program participation account for little of the SES gap in GPA and remediation.     

Costs on the Mind: The Influence of the Financial Burden of College on Academic Performance and Cognitive Functioning

The current studies test the hypothesis that the financial burden of college can initiate a psychological process that has a negative influence on academic performance for students at selective colleges and universities. Prior studies linking high college costs and student loans to academic outcomes have not been grounded within relevant social psychological theory regarding how and when the financial burden of college can influence students’ psychological and cognitive processes. We test the hypothesis that the salient financial burden of college impairs students’ cognitive functioning, especially when it creates an identity conflict or perceived barrier to reaching a student’s desired financially successful future. First, we use longitudinal data from 28 selective colleges and universities to establish that students who accumulate student loan debt within these contexts are less likely to graduate from college because student loan debt predicts a decline in grades over time, even when controlling for factors related to socioeconomic status and prior achievement. Then, in an experiment, we advance research in this area with a direct, causal test of the proposed psychological process. An experimental manipulation that brings high college costs to mind impairs students’ cognitive functioning, but only when those thoughts create an identity conflict or a perceived barrier to reaching a student’s desired financially successful future.