The influence of classroom disciplinary climate of schools on reading achievement: a cross-country comparative study

Despite considerable interest in research and practice in the effect of classroom disciplinary climate of schools on academic achievement, little is known about the generalizability of this effect over countries. Using hierarchical linear analyses, the present study reveals that a better classroom disciplinary climate in a school is significantly associated with better school reading performance in 53 of the 65 Programme for International Student Assessment (PISA) 2009 participant countries. The classroom disciplinary climate of schools can explain 11% of the between-school differences in reading achievement over countries. Controlling for economic, social, and cultural variables and student gender-related variables at student and school levels, the between-country differences in the effect of classroom disciplinary climate of schools shrank by three quarters. These findings can inform countries that face educational inequality issues (e.g., Argentina) and gender gap issues (e.g., Trinidad and Tobago), suggesting the possibility of tackling these issues via intervening on classroom disciplinary climate of schools.     

关联推荐及其在学术资源检索网站中的应用研究

有效的关联推荐为用户的信息链式获取提供了极大的方便。结合实际项目,本文论述了应用于学术资源检索网站的关联推荐的总体框架和相似文献推荐、关联搜索词推荐、关联作者推荐、关联研究机构推荐、引证关联推荐等功能的技术实现方案,并给出了项目的实现效果。     

麦饭石添加剂对育肥猪增重效果

在定远麦饭石粉中添加Cu、Zn、Fe等,制成麦饭石添加剂,分别以1%和o.4%的量加入日粮中,饲喂育肥猪.试验58天,结果比对照组分别提高增重7.7%和3.5%,分别降低饲料消耗7.05%和3.39%,头均降低成本分别为13.40元和6.24元.肉质检测发现,各器官P_b含量较对照组降低1.1-18倍.     

论人文素质教育在思想政治教育中的作用

人文素质教育是思想政治教育的基础和纽带 ,帮助思想政治教育提供思想规范和价值导向 ,可以纠正思想政治教育中的一些偏差 ,能够推动思想政治教育的创新。因此 ,必须大力加强人文素质教育。     

Students' Perceptions of Interpersonal Aspects of the Learning Environment

This study examined variables associated with differences in students' perceptions of interpersonal teacher behavior. The perceptions of 3023 students and 74 teachers in 168 classes in seven secondary schools were used in the analyses. Investigating variance at the student, class, teacher and school levels revealed that several variables are significantly related to students' perceptions: student and teacher gender, student and teacher ethnic background, student age and grade, class size, grade level, subject taught and teacher experience. There were interaction effects between some variables, such as student ethnicity and student gender, as well as student and teacher gender. While significant, the amount of variance explained by these was low (around 10%). The outcomes generally confirmed earlier research, although some new effects were found. Perhaps the main result of the study was its verification of the complex and interactive nature of students' perceptions of the learning environment and researchers' understanding of it.     

Higher education in the Third World: status symbol or instrument for development?

Southern countries have invested rather heavily in higher education. Yet, their development is severely hampered by problems originating from both national policy conditions and institutional weaknesses. This paper presents an analysis of these problems through a critical analysis of the World Bank Report onEducation in Sub-Saharan Africa: Policies for Adjustment, Revitalization and Expansion. The paper further highlights the results of a recently published comparative study of higher agricultural education institutions in ten countries in Asia, Africa and Latin America. By carefully examining the concrete mandates, expectations and actual possibilities of higher education institutions, this paper tries to explore the academic and societal frontiers of higher education in the South. The paper ends by suggesting ways to improve higher education in the South by using the instrument of South-North university co-operation.     

Underperforming teachers: the impact on co-workers and their responses

Educational Assessment, Evaluation and Accountability - Research indicates that underperforming teachers have a profound impact on students and on principals who struggle to deal with the...     

Differences in game reading between selected and non-selected youth soccer players

Applying an established theory of cognitive development―Skill Theory―the current study compares the game-reading skills of youth players selected for a soccer school of a professional soccer club (n = 49) and their non-selected peers (n = 38). Participants described the actions taking place in videos of soccer game plays, and their verbalisations were coded using Skill Theory. Compared to the non-selected players, the selected players generally demonstrated higher levels of complexity in their game-reading, and structured the information of game elements―primarily the player, teammate and field―at higher complexity levels. These results demonstrate how Skill Theory can be used to assess, and distinguish game-reading of youth players with different expertise, a skill important for soccer, but also for other sports.     

体操专修教学中对学生专项运动思维能力的培养

本文论述了体操教学与培养学生专项运动思维的关系,阐述了体操专修教学中对学生进行专项运动思维能力培养的可行性和重要性。