The relationship between motivation to read and reading comprehension in chilean elementary students

This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed.

     

网上互动教学设计的实践与思考

本文提出网上教学设计的关键在于加强互动的观点,并结合电大开放教育试点“货币银行学”课程的具体实践,从“一个中心、两个结合、三个原则”等方面进行了具体阐述。     

Infants parse dynamic action

As observers of human behavior, infants are faced with a complex flow of motion in which pauses are rare and only occasionally coincide with boundaries between intentional actions. Two studies investigated whether, despite such complexity, 10- to 11-month-old infants (N = 16 for each study) possess skills for parsing ongoing behavior along boundaries correlated with the initiation and completion of intentions. After being familiarized with digitized sequences of continuous everyday action, infants showed renewed interest in test versions in which motion paused in the midst of an actor's pursuit of intentions (interrupting test videos). In contrast, pauses that suspended motion at intention boundary points (completing test videos) sparked no such renewed interest on infants' part. Moreover, basic salience differences between the two types of test videos were not the source of infants' increased interest when intentions were interrupted (Study 2). These findings demonstrate that infants readily detect disruptions of the structure inherent in intentional action, and hence parse ongoing behavior with respect to such structure. Such parsing skill is likely a prerequisite to the development of genuine intentional understanding.     

Do Children with Autism Use the Speaker's Direction of Gaze Strategy to Crack the Code of Language?

Normal toddlers infer the referent of a novel word by consulting the Speaker's direction of Gaze. That is, they use the Speaker's Direction of Gaze (SDG) strategy. This is a far more powerful strategy than the alternative, the Listener's Direction of Gaze (LDG) strategy. In Study 1 we tested if children with autism, who have well-documented impairments in joint attention, used the SDG or the LDG strategy to learn a novel word for a novel object. Results showed that although 70.6% of children with mental handicap passed the test by making the correct mapping between a novel word and a novel object, via the SDG strategy, only 29.4% of children with autism did so. Instead, their reliance on the LDG strategy led to mapping errors. In Study 2 a group of normal children, whose chronological age (24 months old) was eqated with the verbal mental age of the 2 clinical groups in Study I, was tested using a similar procedure. Results showed that 79% of this normal group passed the test by making the correct mapping between a novel word and a novel object using the SDG strategy. Taken together, the results from both studies suggest that children with autism are relatively insensitive to a speaker's gaze direction as an index of the speaker's intention to refer . This result is consistent with previous findings showing that children with autism are relatively "blind" to the mentalistic significance of the eyes. Discussion centers on how the absence of an SDG strategy might disrupt specific aspects of language development in autism.     

Theory in the flesh: Toward an endarkened epistemology

In her article "The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership," Professor Dillard delineates a set of proposals for the study of educational inequity. Professor Wright in his response, "An endarkened feminist epistemology? Identity, difference and the politics of representation in educational research," comments on Professor Dillard's proposals and furthers her analysis by an integration of the cultural studies literature. The author enjoins this conversation in this article by reviewing the proposals by feminists of Color to further social justice in solidarity with Professor Dillard's analysis. In particular, feminists of Color are examined, expanding the definition of "data" to include artistic production such as poetry, personal reflections, and autobiographical essays. The integration of spirituality as it relates to secular teaching is another innovation proposed by various writers. Feminists of Color have also chosen to construct theory and a political agenda for achieving social justice rather than only engaging in intellectual debates that deconstruct existing paradigms. Professor Dillard is part of a cadre of feminist writers who advocate radical changes in the academy to eradicate educational inequity.     

全面提高办刊质量 促进农业发展—— 《宁夏农林科技》 创刊50周年实践

综述了《宁夏农林科技》的办刊实践,结合地方特色论述了《宁夏农林科技》在服务本地经济建设、促进成果转化方面所发挥的作用,指出期刊存在的问题,并对未来发展提出了建议。     

柔性订购契约下的闭环供应链系统利润协调机制研究

研究柔性订购契约下具有单一生产商、单一零售商的闭环供应链系统的利润协调机制。建立了分散决策、集中决策的生产商、零售商利润模型,得到了两种决策模式下的最优订购量、生产商利润、零售商利润、闭环供应链系统利润;讨论了集中决策模式下,柔性订购契约与生产商、零售商利润的关系并提出利润协调机制;最后给出算例验证本文的理论成果。     

对中国乒乓球"海外兵团"现象的理性思考

运用文献资料法、逻辑分析法对中国乒乓球“海外兵团“现象的成因、对乒乓球运动发展的影响等进行了剖析,认为乒乓球“海外兵团“现象的形成是我国乒乓球运动发展水平较高、世界乒乓球运动发展不平衡以及世界体育交流的结果,提出应理性看待中国乒乓球“海外兵团“现象。     

基于集群创新的政策创新与设计研究

在分析总结我国产业集群发展演化和缺陷的基础上,提出了集群创新的三个路径、政策创新促进集群创新的"五轮驱动"机制,并从政府公共政策角度出发,提出并分析了馈式动态循环的政策设计流程.以此为基础,设计出一组以集群可持续发展为目标的政策设计框架.