Collaborative Group Versus Individual Assessment in Mathematics: Processes and Outcomes

Large-scale assessment programs are beginning to design group assessment tasks in which small groups of students collaborate to solve problems or complete projects. Little is known, however, about the validity of data from group assessment for making inferences about the competence of individual students. This study compared performance in small-group and individual assessment contexts to determine how well achievement scores from the group setting represented the mathematics skills of individual students and to determine what additional information about students' skills was provided by data on their behavior in the group setting. All students performed at high levels in the group setting; the profile of group interaction was a better predictor of individual achievement than was individual performance in the group setting.     

司法审判与新闻监督

正确处理司法审判与新闻报道之间的矛盾会更好的体现司法独立和新闻自由这两个基本原则,也是正确发挥社会监督和舆论监督作用的前提条件,是实现依法治国的重要方面。     

Comparison of Peer Coaching Versus Traditional Supervision Effects

Abstract

Two groups of undergraduate students participating in a field experience as part of a teacher education program were compared in regard to their (a) development of clarity skills, (b) pedagogical reasoning and actions, and (c) attitudes toward several aspects of the field experience. The experimental group was trained in peer coaching techniques, in which teams of preservice teachers were assigned to the same classrooms to provide observation and feedback to each other. The control group experienced traditional university supervision. Results showed statistically significant differences in favor of the experimental condition on 8 of 10 variables measured.     

Issues and Problems in the Group Supervision of Beginning Group Problems

This article explores the process of supervising prospective group counselors in terms of the problems and the issues counseling students present during group practicum. In it, group counselors express concerns about (a) establishing a trust relationship with both their supervisors and their peers, (b) assuming a group leadership position, (c) establishing a satisfactory co-leadership relationship, (d) knowing when and how to disclose information about themselves to their counseling groups, and (e) integrating theory and practice. It is suggested that the process of supervision take into consideration the common set of issues that beginning group counselors face and that supervision be an active rather than a reactive process. The article also presents methods for conceptualizing and conducting the practicum for group counselors.     

左翼文学：从个人书写群体到集体书写群体

左翼学团体学表达所选择的组织原则和基本形式，是以无产阶级的阶级利益为核心．以集体主义精神表现本阶级的整体风貌。左翼学负载的多是无产阶级这一新生社会力量所能聚集能量的展示，其叙事本身留给学的不过是这一时期社会历史过程的投影。作家的创作意识集体性地为一种精神所召唤而无视个体生命意识的张扬。非个性的书写方式，作品人物由貌似不同的个体构成的“公共自我”整体，都是阶级内部作家个体高度紧张的共同使命感扩张的结果。然而，从历史语境来看，它不仅仅是学表达的话语方式问题，更重要的是学话语权问题。     

Group Supervision of Supervision: A Relational Approach for Training Supervisors

The issue of training psychologists to become competent supervisors has only been clearly articulated in the past two decades. In this article a rationale for training supervisors in a group format is given. Then, a supervision of supervision group is presented that the authors co-led with two successive cohorts of four predoctoral interns in a large university counseling center as part of its training program. The authors focus on the need to attend to group process and relational themes. Finally, the authors discuss the inevitable boundary concerns that emerge given the multiple levels of relationships that exist among several tiers of trainees and supervisors.     

Structured Peer Group Practicum Supervision: Supervisees' Perceptions of Supervision Theory

The authors discuss a thematic analysis of retrospective phenomenological interviews of 4 group counseling practicum participants. Implications for developmental supervision theory and future research are presented.     

The Individual Laboratory Versus the Demonstration Method of Teaching Physics

Abstract

This investigation represents one approach to dealing with accountability. Fifth and sixth grade students at a university campus school served as subjects. They were given the Metropolitan Achievement Test in the fall of 1974 and again in the spring of 1975. Significant differences in learning between the fall and spring testing were measured with the purpose of pinpointing weaknesses and strengths for individual students within each of the basic skills. Significant differences were found for all subsections of the test. The student was compared with self (pre- and posttest raw scores), and also his/her position was identified in relation to the class. This information can be useful to the teacher in individualizing instruction and in the reporting process.     

A Conceptual Framework for Evaluating Supervision Effectiveness

The authors attempt to bridge the gap between the research literature on supervision and its application to evaluating individual supervisor effectiveness. A conceptual framework is presented for making decisions about evaluation. In this framework the decision maker is directed to consider three issues—the purpose of evaluation, the developmental stage of the counselor, and the focus of evaluation—in selecting measures of effectiveness. Within this context, some promising measures of supervision effectiveness are discussed, and methods for linking changes in supervisee functioning to supervisor interventions are considered.     

魏晋玄学中个体与群体的辨证关系分析

在魏晋险恶的政治环境下,王弼、嵇康、阮籍、向秀、郭象等名士对个体与群体之间的关系进行辨析。王弼在形而上的视域下论述尊重个体的主体性,并强调崇本举末、一以统众,嵇康、阮籍在宇宙论视域下论述"以从欲为欢"的身躯我,向秀、郭象由宇宙论视域下的独化转化为形而上学的"同一"。此时的魏晋士人总体上继承汉代以来混杂难分的宇宙论和形而上学思想。     

A Gestalt Approach to Group Supervision

The authors define and then describe the practice of group supervision. The role of creative experiment in assisting supervisees who perceive themselves as confused, moving in circles, or immobilized is described. Fictional case examples illustrate these issues in supervision. The authors posit the “good fit” of Gestalt theory and techniques with supervision groups.     

以研究性评估提升督导工作实效

研究性评估是教育督导的一种创新，其评估模式科学地处理了督导者与被评估学校的关系，为学校素质教育的健康发展提供了必要的保障，对提升教育督导的实效性具有积极作用。     

公共政策执行监督的有效性分析

公共政策执行监督是保证既定政策目标得以实现以防止政策执行偏差的重要手段。然而,我国目前公共政策执行监督体制仍不完善,仍受多重因素制约而不能有效发挥其监督功能。因此,可以从提高监督主体的监督意识和素质;增强专门监督机构的权威;构建严密有效的监督网络;完善公共政策执行监督的制度保障和健全责任追究制度等方面予以完善。     

On the Effectiveness of Teaching: Direct Versus Indirect Instruction

ABSTRACT

The literature about the effectiveness of teacher behaviour shows that the teaching style described as ‘direct’ increases academic learning time and therefore learning gain. In the Netherlands, a study was carried out to predict learning gain after the use by teachers of different behaviours. This was done in the elementary school in grade 4, 6 and 8 (students respectively 8, 10 and 12 years of age) for the subjects mathematics and world‐orientation. No significant correlations were found between teacher behaviour and learning gain in world‐orientation. With regard to mathematics, especially in grade 4, correlational analysis showed that learning gain can be well predicted by the behavioural categories ‘giving instruction’, ‘soliciting response’, ‘corrective feedback’, ‘organizing the learning situation’ and ‘monitoring’. These categories describe direct instruction adequately.     

A Behavior Observation System for Group Supervision

A behavior observation system was developed for group supervision. The observation system was designed to measure the occurrence of verbal problem-solving behavior during group supervision meetings. Reliability data were obtained from four counseling teams' group supervision meetings at a residential facility for youngsters with social and emotional problems. Interrater agreement based on occurrences of verbal behavior indicated that the observation system has adequate reliability for preliminary research. Possible directions for research with the observation system are delineated.     

Group Identity,Individual Autonomy and Education for Human Rights

The United Nations Declarations of Human Rights (1948) express an ideal for the protection of cultural rights of everyone. They propose an education that is multicultural and non‐discriminatory and recognise that parents have the right to choose their children's education. Article 13.3 of the International covenant on Economic and Social and Cultural Rights gave parents the right to choose for their children “schools other than those established by public authorities to ensure the religious and moral education of their children in conformity with their own convictions”. The paper feels uneasy with this principle that grants parents the right to educate their children in conformity with their own convictions. Such rights could result in restricting the education of children to the narrow framework of parental beliefs and values that could be antithetical to social harmony, individual autonomy and equal opportunity. The question is, should such a right be extended to all parents including those who believe in racial superiority, in apartheid, Nazism or Fascism or in the inherent intellectual differences between boys and girls? The paper discusses some of these issues and asks how can the best interests of the child be served in a pluralist, multicultural, multiracial society. The paper acknowledges that in a pluralistic democratic society there will always be tensions between the public interests, the interests of the group and the interests or autonomy of the individual. These interests are discussed within the framework of fundamental human rights, common or separate schooling and multicultural education. The paper sees these as interrelated issues which are connected with group identity and equal opportunity. Where these interrelated issues conflict, the paper takes the stance that the rights and the autonomy of the individual should take precedence over the others, especially if the notion of human rights and human dignity is to be preserved in practice. This is obviously a controversial issue and the hope is that the paper will open up these issues for further discussion and debate.     

The Effects of Individual and Group Monetary Incentives on High Performance

This study examined whether high performers performed better (a) under individual and group incentive pay than under hourly pay and (b) under individual incentive pay than under group incentive pay. Participants were 11 college students. An ABCDC within‐subject design was used in which A was hourly pay with individual feedback, B was individual incentives with individual feedback, C was individual incentives with individual and group feedback, and D was group incentives with individual and group feedback. Participants performed better under both individual and group incentive pay than under hourly pay (p<.01). They did not significantly decrease performance when switched from individual to group incentives, but increased their performance when switched back to individual incentives (p<.01). Individual incentive pay was rated as the most preferred and most satisfying of the three pay systems, and group incentive pay as the least preferred, least satisfying and most stressful. These data suggest that high performers perform better under individual than group incentive pay after exposure to both and are highly likely to prefer individual incentive pay.     

肥胖族群生活方式及个性服装品牌定位

随着经济社会的不断发展和生活水平的不断提高,肥胖族群已经成为现代社会关注的焦点。通过对国际上关于"肥胖"标准的定义和肥胖族关于服装需求的定位,从其生活方式上的特点入手,研究肥胖族群对服装的个性化要求,从色彩、款式、创新时尚等方面为肥胖族群设计个性化的服装品牌。