高职产学研合作教育模式的探索与实践

文章介绍了湖北职业技术学院产学研合作教育的几种模式，着重剖析了“围绕专业办产业，办好产业促专业”的专业实体化产学研合作教育模式。     

Affordances of teacher professional learning in secondary schools

It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning.     

A Case Study of Elementary Science Teaching as Mediated Action: Transformations of Context,Meaning, and Action

The research described in this article is a case study of a fifth grade teacher's (Melissa) efforts to construct a teaching and learning environment within her science teaching. Qualitative research methods were used to examine and analyze Melissa's science teaching practice. Drawing from socio-cultural theories, I argue that her teaching and learning environment was constructed as a form of mediated action through which she articulated and transformed the context, meaning, and action of her science teaching. In particular, she forged links between a number of factors, such as historically recognizable forms of pedagogy, perceptions of her students' socio-economic positions, knowledge of appropriate science teaching, and her experiences in a preservice teacher education program. Through her pedagogical work, the teaching and learning environment was articulated into a complex network of meanings, physical spaces, and concrete actions in which each element transformed the other. I suggest that mediated action is a form of transformation that constitutes context, meaning, and action into a dynamic and constantly-shifting teaching and learning environment. This revised version was published online in August 2006 with corrections to the Cover Date.     

Comparing Examination Standards: is a purely statistical approach adequate?

There has recently been a renewed interest in three types of comparability of standards in the United Kingdom [1] public examination system: between years, between subjects and between the six examination boards. Whilst comparisons of raw grade distributions are now generally acknowledged to be invalid indicators of relative standards, comparisons are regularly made for this purpose between adjusted grade distributions. Such adjustments are typically the result of statistically controlling for some of the relevant variables. The dangers of such an approach are that only easily quantifiable variables are used in the adjustment and that any residual differences between distributions will automatically be attributed to difference in standard. Using candidate‐level data from four 1994 Advanced level (A level) [2] mathematics examinations (designed for 18‐year‐old students), and paying particular attention to the Schools’ Mathematics Project (SMP) 16‐19 [3] syllabus, the paper reports on two such analyses. It then discusses some reasons why attributing differences in the adjusted grade distribution to differences in standard could be invalid. Whilst the study focuses on four A level mathematics syllabuses, the same principles apply irrespective of the context in which statistical comparisons of examination results are made. The methodologies, their shortcomings and the pleas for caution are not, therefore, specific to this study, this type of comparison or this examination system.     

复配型特稠原油降粘剂研究

文中优化了稠油、特稠油复配型降粘剂的组成配方 .实验表明 ,优化的复配型降粘剂较其单组分的降粘性能明显增强而非优化的复配型降粘剂甚至不及其某些单组分的降粘性能 ,说明复配型降粘剂组分间存在着配伍性和协同效应 .     

A mixed-methods analysis of achievement disparities in Guatemalan primary schools

Although most Guatemalan rural students currently have access to primary school, there are large differences in the levels of learning that take place among different populations and in different contexts. This paper uses multiple data and methods to examine the interrelated factors underlying achievement disparities in Guatemalan primary schools. The research suggests that strong levels of disadvantage connected to attending schools in poor rural communities are connected to systematic differences in the way school quality is supported in different contexts. There are inadequate resources, capacity, and authority to monitor and enforce fundamental educational issues, especially in marginal communities.     

Updating formulae for the sample covariance and correlation

This article provides an easy derivation of updating formulae for the sample covariance and, by extension, for the Pearson product–moment correlation coefficient.     

Report on a Boston University Conference December 7–8, 2012 on How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching?

This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation (NSF) (REESE-1205273) to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching? The presentations of the conference speakers and the reports of the working groups are reviewed. Multiple themes emerged for K-16 education from the perspective of the history and philosophy of science. Key ones were that: students need to understand that central to science is argumentation, criticism, and analysis; students should be educated to appreciate science as part of our culture; students should be educated to be science literate; what is meant by the nature of science as discussed in much of the science education literature must be broadened to accommodate a science literacy that includes preparation for socioscientific issues; teaching for science literacy requires the development of new assessment tools; and, it is difficult to change what science teachers do in their classrooms. The principal conclusions drawn by the editors are that: to prepare students to be citizens in a participatory democracy, science education must be embedded in a liberal arts education; science teachers alone cannot be expected to prepare students to be scientifically literate; and, to educate students for scientific literacy will require a new curriculum that is coordinated across the humanities, history/social studies, and science classrooms.     

Incompatibility between pregnancy and educational projects,from the perspective of socially vulnerable adolescent women and men in Mexico

Research focused on adolescent pregnancy reports that this event acquires significance and has different consequences according to the context and social subjects who experience it. In this study, by means of a sample formed by adolescent women and men who are socially vulnerable in Mexico, with and without a history of pregnancy, we can see how this reproductive event turns into a factor of educational vulnerability and how their possibilities and expectations with respect to continuing in school are determined in a differentiated manner, according to gender. The findings show that adolescent pregnancy in vulnerable sectors is scarcely compatible with educational projects and that possibilities and expectations to continue in or re-enter the school system are determined by gender differences; these usually lead to fewer opportunities for adolescent women to return to school during or after pregnancy.