结论及未来发展方向

(一)增强职业教育与培训吸引力的政策和措施 职业教育与培训对个人的吸引力以雇佣机会和收入及使他们获得这些效益的能力和职业技能为基础.当职业教育与培训能够为企业提供满足他们需要的技能型劳动力时,职业教育与培训也会受到企业的认可.     

Transnational geographies of academic distinction: the role of social capital in the recognition and evaluation of ‘overseas’ credentials

This paper examines the role of specific and place‐based social capital in the recognition and evaluation of international credentials. Whilst research on labour market segmentation has contributed towards an understanding of the spatial variability of the value of human capital, very little attention has been paid to the ways in which the credentials of more privileged social groups may in certain local contexts become valorised. At the same time, an increasing body of work in sociology has drawn attention to the globalisation of credentials and labour market competition. This paper brings together these perspectives, demonstrating how transnational social connections are put to work in the valourisation of ‘overseas credentials’ within a particular local labour market – Hong Kong’s financial services sector. It reveals the extent to which social capital, which is at once transnational and locally embedded, confers value upon particular international credentials, with consequences for individuals’ employment prospects. The paper stresses the continuing need to examine international academic credentials in localised contexts.     

Articulating Scientific Reasoning Improves Student Learning in an Undergraduate Anatomy and Physiology Course

In many life science classrooms, instructors rely upon lecture presentations to efficiently present course content. Students, in this case, act as passive learners with little opportunity to test their knowledge for gaps or misconceptions. The goal of the project described here was to determine whether a collaborative quiz protocol that guided students to discuss their understanding with their peers would improve learning and academic performance. The project took place during a single semester and was composed of two studies: a preliminary study that incorporated short-answer quizzes into the curriculum and a comprehensive study that incorporated short-answer quizzes and justify/explain quizzes in which students were expected to select an answer and then justify or explain it. Students took all quizzes twice, first independently and then collaboratively with classmate(s). Learning was assessed using multiple-choice exam questions based upon quiz topics. Students scored significantly higher on exam questions associated with justify/explain quiz topics than on those associated with short-answer quiz topics.     

International academic knowledge creation and ba. A case study from Finland

Knowledge is created through discourse in ba that is the physical, mental and/or virtual arena of knowledge creation. This article studies ba in international humanist (H-group), technical (T-group) and scientific (S-group) research groups. These international groups consist of members originating from many countries. The empirical evidence is derived from interviews and discourse analysis of three research groups from the University of Oulu which, by staff, is the most international large university in Finland. The article advances understanding of ba by considering the theory of ba in relation to the discourse and exploratory case study. In the case groups, ba is formed in relation to the knowledge type created, suitable characteristics of a group member and structural factors related to administrative responsibilities. Humanist knowledge, with abstract concepts and philosophical discussions, is created with deeper attention to language and social bonds inside the H-group than the more accurate scientific and technical knowledge in the S- and T-groups.     

From Pre‐school to Primary School: When different contexts meet

The study aimed to investigate the pedagogy and beliefs of Icelandic pre‐school and first‐grade teachers during times of immense changes in the policy and trends of early childhood education. The practices of 2 pre‐school teachers working with the oldest pre‐school children and 2 primary school teachers working with the youngest primary school children were examined. Qualitative methods were used, including participant observations, interviews, and document collection. The results of the study show differences in the practices of the two pairs of teachers and the social contexts that influenced the teachers' practices. The degree of control the teachers had over their work varied between school levels and the degree of control the children had over their learning also varied between school levels. The results indicate that the downward pressure of academic subjects is becoming evident.     

DNA Methylation: A Mechanism for Embedding Early Life Experiences in the Genome

Although epidemiological data provide evidence that early life experience plays a critical role in human development, the mechanism of how this works remains in question. Recent data from human and animal literature suggest that epigenetic changes, such as DNA methylation, are involved not only in cellular differentiation but also in the modulation of genome function in response to early life experience affecting gene function and the phenotype. Such modulations may serve as a mechanism for life‐long genome adaptation. These changes seem to be widely distributed across the genome and to involve central and peripheral systems. Examining the environmental circumstances associated with the onset and reversal of DNA methylation will be critical for understanding risk and resiliency.     

Practices Regarding Reporting of Reliability Coefficients: A Review of Three Journals

Practices regarding the reporting of reliability coefficients in 3 journals from 1990 to 1997 were examined. Given that scores, not tests, are reliable or unreliable, particular attention was paid to the provision of reliability coefficients computed for the data actually being analyzed in substantive studies. One third of the articles reviewed made no mention of reliability. Almost 36% of the articles provided reliability coefficients for the data being analyzed. Examples of good reporting practices are provided. In 2 of the 3 journals reviewed, there was little change in the frequency and style of reliability reporting in the period covered. The authors suggest a modification in editorial journal policies to bring about a change in reliability-coefficient reporting practices.     

METACOMPREHENSION AND COMPREHENSION PERFORMANCE IN YOUNGER AND OLDER ADULTS

On the basis of metamemory assessment research and theories of discourse comprehension, the Metacomprehension Scale (MCS) was designed to assess multiple dimensions of metacomprehension. In a sample of younger (n = 30) and older (n = 30) adults, we examined age differences in self‐assessed components of metacomprehension and the relation of the MCS to comprehension performance and general verbal ability. Younger adults reported greater use of strategies to resolve comprehension failures (i.e., regulation) and placed higher value on good comprehension skills than older adults. The MCS revealed a substantial amount of variance in comprehension performance and verbal ability, with the regulation dimension of metacomprehension being a reliable and consistent predictor of performance. The results provided support for domain‐specific assessment of metacognition and for the critical role of regulation in comprehension performance.