Validation of the elementary social behaviour assessment: teacher ratings of students’ social skills adapted to Norwegian,grades 1–6

This study investigated the psychometric properties of the Elementary Social Behaviour Assessment (ESBA), a teacher-report measure of students’ social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1–6 on the ESBA and the Social Skills Rating System Teacher’s form (SSRS-T). Exploratory factor analysis with the first assessment suggested one or possibly two factors. Confirmatory factor analysis with the second assessment confirmed the one- or two-factor models but did not offer strong evidence for one over the other. The ESBA demonstrated good to excellent reliability. Strong concurrent and predictive correlations with the SSRS-T established criterion validity. The school and teacher levels explained only a limited amount of the total variance in ESBA scores, suggesting that teachers rate students quite similarly. The Norwegian-adapted ESBA paralleled the reliability and validity evidence from US samples.     

The Role of the Year Leader: an Analysis of the Perceptions of Year Leaders and Deputy Heads in 8‐12 Middle Schools

Today's school leaders are searching for a way to give value to and effectively manage a school's intangible assets to create a more holistic picture of student success. Schools establish partnerships with community organizations towards this end and to ultimately impact student learning. Utilizing the framework of principals as knowledge managers, this paper describes how school principals involved in a university partnership developed a tool to manage and intentionally utilize the intangible assets of the school–university partnership to increase student learning. Included are examples of how the tool was applied and suggestions for adapting the tool to any school partnership.     

Shifting sands: a case study of conceptual development as competition between alternative conceptions

Conceptual change may be considered as a process of coming to view one theory or model as having more explanatory power than others. Various theorists have described how an individual's understanding of a concept may be multifaceted; how conceptual frameworks develop in a cognitive ecology, and are subject to selection pressures; and how alternative frameworks compete in terms of their explanatory coherence. The present paper applies these ideas to a case study of learning in science. It is argued that conceptual development may be described in terms of a gradual shift in which of several alternative explanatory principles is the learners' preferred choice. The case study illustrates the long-term nature of conceptual change, as a learner comes to see the limitations of one explanatory framework, and the scope for exploring and developing another.     

Examination of a Group Counseling Model of Career Decision Making With College Students

The authors examined the effectiveness of a group career counseling model (Pyle, 2007 ) on college students’ career decision‐making abilities. They used a Solomon 4‐group design and found that students who participated in the career counseling groups had significantly greater increases in career decision‐making abilities than those who did not participate in the groups. Implications for counseling and future research are discussed.     

The construction of an interfacial valve-based microfluidic chip for thermotaxis evaluation of human sperm

Thermotaxis has been demonstrated to be an important criterion for sperm evaluation, yet clinical assessment of thermotaxis capacity is currently lacking. In this article, the on-chip thermotaxis evaluation of human sperm is presented for the first time using an interfacial valve-facilitated microfluidic device. The temperature gradient was established and accurately controlled by an external temperature gradient control system. The temperature gradient responsive sperm population was enriched into one of the branch channels with higher temperature setting and the non-responsive ones were evenly distributed into the two branch channels. We employed air-liquid interfacial valves to ensure stable isolation of the two branches, facilitating convenient manipulation of the entrapped sperm. With this device, thermotactic responses were observed in 5.7%-10.6% of the motile sperm moving through four temperature ranges (34.0-35.3 °C, 35.0-36.3 °C, 36.0-37.3 °C, and 37.0-38.3 °C, respectively). In conclusion, we have developed a new method for high throughput clinical evaluation of sperm thermotaxis and this method may allow other researchers to derive better IVF procedure.     

Methodological quandaries in studying process and outcomes in peer assessment

Peer assessment is very various in its implementation. Six studies of peer assessment are reviewed, four of them in higher education. A literature review is followed by five empirical studies. Strengths and weaknesses of each study are considered and issues are raised. Variables in peer assessment needing further exploration are extricated – in sample definition, specification of type of peer assessment, organisational nature of the intervention, and the measures which are used to evaluate change. It is suggested that further experimental and quasi-experimental studies are necessary to contrast one or two of these variables at a time.     

Peripheral vision and simple catching: The screen paradigm revisted

The importance of effector visual feedback has previously been indicated using an opaque screen to prevent sight of the catching hand for the final 150–200 ms of a flight path of 850 ms in total. Attention was drawn to the finding that the ability to position the arm correctly in the line of flight of the ball deteriorated as a consequence of the number of trials without visual feedback. However, the use of only 20 test trials allows a possibility that the proprioceptive system may be able to re‐establish predominant control under conditions of prolonged visual decrement. In order to verify this notion, the number of experimental trials was quadrupled for 24 subjects of mixed sex in a replication of the initial paradigm.

The results provided preliminary support for the view that the positioning of the catching arm is more seriously affected by visual occlusion than the timing of the grasp phase. However, increments in accuracy of limb orientation were evidenced in all screen conditions, as the number of trials increased. The grasp component of one‐handed catching appeared to remain unaffected by the increase in experimental trials. The relative influence of skill level on catching errors was next addressed by comparing the performance of the six best and worst catchers in the group.

The results did not support previous research which found a relation between skill level and error type. The number of position, but not grasp, errors decreased as a function of task practice for both subgroups. Future investigations should, perhaps, focus on the developmental nature of movement control in one‐handed catching to obtain a clearer picture of this relation.     

顺应全球化:发展中国家高等教育的变迁与改革

随着全球化经济就业模式的变化及对技能的需求 ,高等教育的内涵出现了变化。旨在满足国家优先发展战略的自上而下的高等教育投资政策已难以满足大众的迫切需求 ,基于个人和社会需求的自下而上的决策观更能满足人才、职业全球流动性日益增加的社会现实。根植于学术研究的知识生产模式难以在新形势下发挥作用 ,而与自下而上的政策建构相适应的知识生产模式 ,将有利于发展中国家在国际高等教育市场中保持竞争力