Motivating Individuals: Growing research from a “fragile base”

Faculty around the world are experiencing changes in their academic work. While “traditional” universities are responding to demands for greater accountability and increased and timely outputs from research, faculty within new higher education institutions (HEIs) are undergoing a paradigm shift within three concentric circles of change. Not only do they have to alter their own academic practice, but their HEI is also undergoing a revolution at a time when higher education is itself being transformed. The article documents these changes, challenging the assumption that there is a homogeneous or “single academic profession” with a common experience of academic change, and suggests a more complex picture for faculty in new HEIs. There are three sections: (1) overview of the literature on academic work, (2) how faculty in new HEIs are learning to play the research game, and (3) strategies and policies being introduced to encourage and facilitate research.     

形成性评价（Formative Assessment）的本质及其对教与学的影响

长期以来,很多学者一直倡导指导教学的评价,即通过评估学生需求和监测其学习进展,适当地设计学习顺序,调整教学策略,改良学习计划,以便有效地促进学习目标的完成。本研究调查了形成性评价在美国中学科学课中的实施情况,并分析其对学生学习进步的影响。研究表明,教师都在努力使用形成性评价来指导教学,而学生取得的成绩各不相同。     

The KAIZEN Leader: Continuously Improving Administration

Organizations need high levels of human performance from all personnel, including leaders. Unfortunately, standard organizational practices in selecting and promoting leaders reinforce behaviors that interfere with high performance from them and those they supervise. The leap from current performance levels to high performance must occur in incremental steps based on a theory of management that requires nothing less than cultural and personal change. This article defines the term “KAIZEN” and describes the changes leaders must make in their attitudes and behavior if they are to create continuously improving organizations.