模仿、想象和重新评价：道德情感的教育

在人文科学研究的发展趋势中，所有观察者都会对情感作用做出新的正确的评价。尽管如此，“将情感教育作为道德教育的一个维度”仍是一个带有几分禁忌的话题。为证实这一点，我们提出通常未被认可、但明确适应于情感教育的三种干预方式。实施情感教育不仅是可能的，实际上也很常见。与道德行为相比，规则情感或许是衡量道德教育是否成功的一个更好的尺度。     

A comparison of sentence-learning errors in children of different achievement levels

Theoretical analyses of the multiple-choice test format suggest that a test constructor should give serious consideration to the form in which correct and incorrect alternatives are presented. In this experiment, third and fourth graders were tested for previously exposed information by multiple-choice items in which: (a) correct alternatives were stated in either verbatim or synonym form; and (b) incorrect alternatives consisted of plausible responses that were either familiar or new. Comparisons of errors and error patterns were made between high and low achieving students who had been given one of two different information-processing strategies. Based on a dual test function argument, it was concluded that synonym correct alternatives combined with plausible new responses are the most desirable of the four multiple-choice variations studied here. In particular, such items were sensitive to achievement level and strategy differences without systematically increasing students' likelihood of retaining misinformation.     

Contract research,the university,and the academic

With the decline in the funding of university research activities from traditional sources, many universities are instigating contract research programs as a means of funding research. This article examines some of the implications of university-based contract research, drawing largely on the author's own experiences. The problems which are examined include the moral and ethical implications, the legal aspects, problems over ownership of research results, the implications for staff rights, the status of contract researchers, the implications for publication, problems of authority, responsibility and social justice, and the conflicts between teaching and research. The article concludes with eleven points for successful university-based contract research.     

The impact of blatant pay disclosure in a university environment

Using a self-report survey, this investigation described university employees' reactions to the publication of their salaries in a local campus newspaper. Correlational analyses indicated associations between impact of the disclosure and salary level, salary equity/satisfaction, instrumentality of performance-reward outcomes, internal salary attributions, and salary discussion. Further analysis found differences in respondent perceptions to be contingent upon job category (academic, professional, and support staff) and faculty level. Qualitative analysis suggested that individual responses to the salary disclosure took various forms: no effect at all, planning to leave one's job, attempting to correct salary inequities, reducing personal effort, and working harder. The findings are discussed in relation to the literature on open pay systems and invasion of privacy.This paper was presented in part at the 43rd Annual Meeting of the Academy of Management, Dallas, Texas, August 1983.     

Technology policy and employment

Current social and economic problems as experienced in the UK are placed in the context of long-term trends in labour economics and the impact of new technology. The reasons why technological unemployment has not hitherto been a growing problem are stated and the relationship between technical change and economic recovery is analysed. Policy implications are suggested and the part which universities can play in recovery is discussed.     

The academic research-teaching nexus in eight advanced-industrialized countries

The purpose of this study is to examine the internationalcomplexities of the research-teaching nexus in higher educationalinstitutions. The Carnegie International Survey of the Academic Professionis employed to compare teaching and research activities in eight countries.These countries include the former West Germany, United Kingdom, Sweden, TheUnited States, Australia, Israel, Japan, and South Korea. Findings revealthat teaching and research are not mutually exclusive activities in thework/life of faculty. Research oriented faculty are more likely to viewtheir research commitments as being competitive with teaching. Research isfound to positively affect teaching, but attributes of teaching (e.g.,course load, student demand, etc.) negatively impact research. In addition,the paper finds academic orientation and the number of articles publishedduring the past three years to be the most important factors in determiningthe number of weekly hours spent on research and teaching activities.     

Expressed Readiness of Australian Schoolchildren to Act as Bystanders in Support of Children who are Being Bullied

Promoting interventive action on the part of student bystanders witnessing peer victimisation is currently seen as a promising way of reducing bullying in schools. A video depicting bullying in the presence of bystanders was viewed by late primary (n = 200) and early secondary school students (n = 200). Some 43% of the students indicated that they were likely to help the victim. Questionnaires were employed to assess student attitudes towards victims, beliefs about the expectations of parents, friends, and teachers, perceived self‐efficacy, and social desirability response set. Multiple regression analysis identified as significant predictors of expressed intention to intervene: attending primary school, having rarely or never bullied others, having (reportedly) previously intervened, positive attitude to victims, and believing that parents and friends (but not teachers) expected them to act to support victims. Implications for action to reduce bullying in schools are discussed.     

Children's school problems and family system processes

The literature concerning the relationship between children's school problems and family system processes is reviewed. While it is noted that there is no strong linkage between the empirical studies and case reports that have appeared to date, it is observed that the findings from these studies are showing some convergence. There is now reasonable evidence that some school problems may indeed be a consequence of family system processes. The fact of this possibility and the character of the relationship is brought to the attention of school counselors and school psychologists.     

The effect of image quality,repeated study,and assessment method on anatomy learning

The use of two‐dimensional (2D) images is consistently used to prepare anatomy students for handling real specimen. This study examined whether the quality of 2D images is a critical component in anatomy learning. The visual clarity and consistency of 2D anatomical images was systematically manipulated to produce low‐quality and high‐quality images of the human hand and human eye. On day 0, participants learned about each anatomical specimen from paper booklets using either low‐quality or high‐quality images, and then completed a comprehension test using either 2D images or three‐dimensional (3D) cadaveric specimens. On day 1, participants relearned each booklet, and on day 2 participants completed a final comprehension test using either 2D images or 3D cadaveric specimens. The effect of image quality on learning varied according to anatomical content, with high‐quality images having a greater effect on improving learning of hand anatomy than eye anatomy (high‐quality vs. low‐quality for hand anatomy P = 0.018; high‐quality vs. low‐quality for eye anatomy P = 0.247). Also, the benefit of high‐quality images on hand anatomy learning was restricted to performance on short‐answer (SA) questions immediately after learning (high‐quality vs. low‐quality on SA questions P = 0.018), but did not apply to performance on multiple‐choice (MC) questions (high‐quality vs. low‐quality on MC questions P = 0.109) or after participants had an additional learning opportunity (24 hours later) with anatomy content (high vs. low on SA questions P = 0.643). This study underscores the limited impact of image quality on anatomy learning, and questions whether investment in enhancing image quality of learning aids significantly promotes knowledge development. Anat Sci Educ 10: 249–261. © 2016 American Association of Anatomists.