Influences of developmental contexts and gender differences on school performance of children and adolescents

This study investigated children and adolescents’ school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (M_age?=?11.13, SD?=?1.8), 51% of them female, from grade one to eight, living either with family (n?=?474) or in care institutions (n?=?153). Participants answered individually the Teste de Desempenho Escolar (School Performance Test) and the Structured PRONEX Interview. Findings indicated a main effect of time on school performance (i.e., writing, reading and arithmetic). Furthermore this main effect was further qualified by a time and developmental context interaction and by a time and gender interaction. Interactions revealed that the participants from care institutions attained more significant increases in writing and reading than participants living within a family context; and that girls attained more significant increases in writing than boys. Therefore, school performance progress appears as affected by developmental contexts and gender. The findings reveal how school performance needs to be observed as a multidimensional variable, affected by individual characteristics but also by external ones.     

Scientific Reasoning,School Achievement and Gender: a Multilevel Study of between and within School Effects in Finland

The relationships between reasoning and school achievement were studied taking into account the multilevel nature (school- and class-levels) of the data. We gathered data from 51 classes at seven schools in metropolitan and Eastern Finland (N = 769, 395 males, 15-year-old students). To study scientific reasoning, we used a modified version of Science Reasoning Tasks, tapping control-of-variable schemata. Analyses were conducted by MLwiN2.10 multilevel modelling. The present results showed that the intra-class correlation coefficient (ICC) of schools for scientific reasoning is 7% and that the corresponding ICC of classes is 10%. Whereas the first finding confirms earlier PISA results, the second finding provides new insights into class variation within schools. In practice, class composition seems to be an efficient solution to meeting the differing needs of individual students.     

1998—2017年《中国图书馆学报》论文的计量研究与品质分析

以CNKI数据库的量化数据和《〈中国图书馆学报〉创刊六十周年文选》的质性选编为基础,定义出《中国图书馆学报》(1998—2017)所有论文、《文选》论文和双高论文,采用引用量C、下载量U和引用下载比K三个计量指标,对所有论文和《文选》论文进行计量研究,并对《文选》论文和双高论文进行品质分析。研究发现:C、U和K均服从幂律分布,且论文年均引用下载比逐年递减;分段时间内论文引用和下载之间具有高度正相关关系。由于学术品质不能完全用量化指标代替,建议以提升学术品质作为最终目标,而计量研究的目的则是促进学术品质提升。图5。表4。参考文献21。     

元宇宙研究的理论原则与实用场景探讨

围绕热点“元宇宙”的研究和讨论正风靡各界,而研讨其理论原则与实用场景至关重要。本文以逻辑方法分析元宇宙研究的理论原则与实用场景,提出元宇宙研究的三大理论原则:虚实互动原则、技术互联原则、人文互利原则,并在实用场景中选择三类典型场景对应讨论了理论原则与实践应用。本文阐明了元宇宙研究的理论意义与应用场景价值,特别指出图书馆元宇宙作为一种实用场景对图书情报领域的重要意义。图3。表1。参考文献22。     

智能、智识、智见:智慧图书馆之特征解析

在数字图书馆向智慧图书馆的“数智跨越”过程中,需要探讨并明晰智慧图书馆的主要特征。本文以元分析思维方式整合智慧图书馆理论与实践探索,提出数字图书馆向智慧图书馆转型的三个特征：“智能”特征体现为技术资源“硬智能”和人力资源“软智能”的集成;“智识”特征体现在对智慧图书馆内容建设的认识,以及通过智慧图书馆的“软智能”与用户达成共识;“智见”特征体现于结合人工智能(AI)应用的数字人文和虚实互补的元宇宙取向。智慧图书馆作为连通数字人文和图书馆元宇宙的AI实体形态,将会成为闪耀在未来智慧世界中的明珠。图2。表1。参考文献31。     

A comparison of parent and professional perceptions of children with autism spectrum disorder in Portugal

Improving early intervention in Portugal for children with autism spectrum disorder (ASD) requires parents and professionals to collaborate in assessing and planning intervention programmes. This article analyses parental and professional assessments of children with ASD, in the dimensions of social communication, repetitive behaviours and restricted interests, and sensory processing. The study presents contrasting perspectives from professionals and parents from a range of socio‐academic backgrounds. The sample consists of 136 Portuguese children (aged three to six years old) with ASD and involves children, parents and professionals from across the country. All children, at the time, were in preschool and receiving early special education intervention. Parents and professionals used the Assessment Scale for Children with ASD to complete the assessments. The results show that parents rate children's development and learning more positively compared to professionals; and that this difference is more significant in the field of social communication. Further, parents with higher academic qualifications showed statistically significant differences in comparison with professionals in the social communication dimension. These findings are discussed in relation to the literature and some suggestions are made regarding certain practices related to intervention in early childhood.     

Nested contexts that shape assessment for learning: School-based professional learning community and classroom culture

The study investigated the relationships between assessment for learning (AfL) and attributes of two school-related contexts - the classroom assessment culture (CAC) in which AfL is embedded, and the larger context in which CAC is nested, namely the school-based professional learning community (SBPLC). The research design comprised two layers - quantitative and qualitative; the former, using rating-response questionnaires, investigated the association between attributes of SBPLC and AfL in a sample of in-service teachers. The latter, a multiple case study, examined AfL practices of six elementary school teachers, the assessment culture in their classrooms, and characteristics of their SBPLCs. Taken together, the findings of both layers pointed to meaningful relationships among AfL, CAC, and SBPLC highlighting similarities between SBPLC and CAC with regard to cultural attributes and to AfL/inquiry practice. Contextual attribute patterns conducive to proper implementation of AfL and those that impede it were discerned and discussed.