A Comfortable Start for Everyone: The First Week of School in Three Multi-Age (K-2) Classrooms

This article describes the start of the school year in three multi-age classrooms where 8 new kindergarten children join 16 returning first and second graders. The authors (professor/observers and teachers) describe what happens during the first week of school in this setting where the students remain with their teachers for 3 years. They explain what the start of the year is like for the returning students (first and second graders), the new students (kindergartners), the parents, and the teachers.     

Building school support systems for parents of handicapped children: The parent Education and Guidance program

The Parent Education and Guidance Program was motivated by the belief that the fostering of a positive, ongoing relationship between the school and home can have a significant bearing on the development of family strengths for coping with a handicapped child. The training program utilized parent support groups and professionals from various fields to involve parents of handicapped children in group process directed toward the holistic approach to meeting the child's social, emotional, and intellectual needs. During the course of the program it became apparent that parents needed the help and support of other parents who shared similar difficulties related to having a handicapped child in the family. Issues related to developing personal awareness as well as interpersonal skills were dealt with at the parent meetings. An atmosphere of mutual understanding and support between members of the Child Study Team and parents developed as a result of less formalized and more relaxed contact during the 8-month program.     

网络关系、内外部社会资本与技术创新关系研究

在对企业社会资本进行回顾的基础上,将网络中企业社会资本划分为内部社会资本与外部社会资本两种类型,以此构建了"网络关系—内外部社会资本—技术创新"理论模型,并以珠三角地区四个产业园区的916家民营企业为调查对象进行了实证研究。研究发现,网络关系对内外部社会资本和企业技术创新都有显著的正向影响,内外部社会资本在网络关系和技术创新绩效之间均起到部分中介作用。此外,研究还探讨了企业规模和研发投入对于网络关系、内外部社会资本与技术创新之间的关系的影响,并讨论了相关理论贡献与实践启示。     

Teaching peer-tutoring behaviors in first- and third-grade classrooms

Peer tutoring programs represent an innovative approach for optimally utilizing resources existing within classrooms. While most tutoring programs have been aimed at helping tutees or tutors with academic difficulties, the present study involved all children in two classrooms in a peer tutoring project. A multiple baseline design indicated that prompting was effective in establishing tutoring behaviors among the children. By program end, all children were using corrective feedback, re-presenting questions, and employing contingent praise. Positive findings also were shown in academic, behavioral, and consumer satisfaction indices. In addition, 50% of children reported using peer-tutoring skills outside of the formal program.     

知识整合、核心竞争力与组织绩效的关系研究

本文研究知识整合,核心竞争力与组织绩效的关系,并以11个行业,146家企业为调查样本进行实证研究。本文证实了:(1)知识整合对核心竞争力有直接的正面影响;(2)核心竞争力对组织绩效有直接的正面影响;(3)知识整合对组织绩效没有直接的影响,但可以通过核心竞争力对组织绩效产生间接的正面影响。本文结果为企业如何通过提高知识整合能力与核心竞争力来提高组织绩效提供了建议。