Inclusion and Collaboration: PCC CJK Community Growing Strong and Global

Abstract

Establishing Program for Cooperative Cataloging (PCC) Chinese Japanese Korean (CJK) NACO, BIBCO, CONSER, and SACO funnels grew out of the PCC’s strategy of engaging and inclusion of diverse membership, and the commitment of the Council on East Asian Libraries (CEAL) to collaboration with PCC, the Library of Congress, and the American Library Association. Together, PCC CJK funnels and CEAL’s Committee on Technical Processing (CTP) have been taking leadership roles in contributing quality metadata, developing CJK-specific training programs, participating in the development of PCC policies and best practices, and engaging in international collaborations. This article discusses challenges the CJK funnels and CEAL CTP have faced and strategies taken in this ongoing collaborative endeavor.     

谈非规范化机读目录数据的合并

本文从阐述非规范化书目数据合并的意义入手,对非标准化、非规范化数据结构进行分析,进而提出解决非规范化机读目录数据合并的方法,为图书情报机构进行非规范化书目数据合并提供了范例.     

Measuring Quality in Kindergarten Classrooms: Structural Analysis of the Classroom Assessment Scoring System (CLASS K–3)

Research Findings: The purpose of the current study was to evaluate the structural validity of scores on a measure of global classroom quality, the Classroom Assessment Scoring System (CLASS K–3; Pianta, La Paro, &; Hamre, 2008 Pianta , R. C. , La Paro , K. M. , &; Hamre , B. K. ( 2008 ). The Classroom Assessment Scoring System manual, K-3 . Baltimore , MD : Brookes . [Google Scholar]). Using observational data from a sample of 417 kindergarten classrooms from the southern and mid-Atlantic regions of the United States, we used confirmatory factor analysis to examine the structural validity of the CLASS K–3. Factor analytic findings supported a 3-factor and 10-dimension structure for the CLASS K–3; however, some modifications were made to the original CLASS model. Practice or Policy: Although the overall structure of the CLASS has been generally consistent across validation studies, some facets of the model may be less stable than others. Additional examination of alternative factor structures is needed to further clarify the relationships among the CLASS dimensions and domains. Current psychometric evidence provides support for continued use of the CLASS to guide intervention, instruction, and professional development.     

Acceptance of Biological Evolution by First-Year Life Sciences University Students

Science & Education - Lack of acceptance of biological evolution, despite the overwhelming evidence that supports it, can be very problematic in higher education courses that have a strong...     

Relationships between pre-service teachers’ conceptions of assessment,approaches to instruction,and assessment: an achievement goal theory perspective

The purpose of this paper was to examine the relationships between pre-service teachers’ conceptions of assessment and their intended approaches to classroom instruction and assessment. We operationalised approaches to instruction and assessment according to Achievement Goal Theory, postulating that pre-service teachers approach instruction and assessment from either a mastery or performance perspective. The results from a correlational study of 344 Canadian pre-service teachers showed that intended instruction and assessment practices were separated according to mastery and performance approaches. However, there was also alignment between the concepts such that pre-service teachers who had a mastery approach to instruction were more inclined towards a mastery approach to assessment. Approaches to assessment were also related to pre-service teachers’ conceptions: beliefs that assessment holds students and schools accountable were positively related to a performance approach to assessment. In contrast, a belief that assessment improves teaching was positively related to a mastery approach to assessment and negatively to a performance approach. We discuss relationships between conceptions of assessment, approaches to classroom instruction and assessment as conceptualised from an Achievement Goal Theory perspective.     

啤酒废酵母的开发利用现状与发展

概述了啤酒酵母的结构和组成,主要论述了啤酒废酵母在饲料工业、食品工业和医药工业中的广泛用途,并介绍了世界各国啤酒废酵母的研究和利用现状。     

Objective Score Versus Subjective Satisfaction: Impact on Emotions Following Immediate Score Reporting

Abstract

There are positive feedback loops between students’ grades and emotions. However, subjective appraisals, not grades, are theorized to trigger emotions. We extended previous research by comparing the effects of objective score and subjective appraisals of the score (i.e., satisfaction) on emotions. We used an ecologically-valid quasi-experimental design and found differences in how objective score compared to satisfaction impacted emotions. Main effects for score showed positive associations with hope, pride, relief, and negative associations with anxiety, anger, and shame. An interaction for satisfaction occurred such that students who were satisfied with their score had the same effect as objective score, but students who were unsatisfied with their score felt less hope, pride, relief, and more anger and shame. Implications for the control-value theory of emotions as well as for instructors are discussed.     

Argumentation Skills as Prerequisites for Collaborative Learning among Finnish,French, and English Secondary School Students

Argumentation skills of secondary school students were evaluated in Finland (n?=?290), France (n?=?54), and England (n?=?41). The data were collected from 4 tasks comprising 7 variables. The results indicated that most of the students had correctly justified arguments and conclusions, and composed clear claims and relevant arguments. However, many students had difficulties in recognising the main claim and arguments for it in an expository text, and in commenting analytically on an argumentative text. Thus the students possessed the prerequisites for argumentative reasoning and writing but need further practice in analytical and critical reading.     

Encouraging mathematics participation through improved self-efficacy: a school counseling outcomes study

This article presents findings from a study investigating the effects of a middle school counseling intervention, using a specially designed curriculum, on participating students' attitudes, self-efficacy, and performance in mathematics. Hierarchical linear modeling was used to test for main effects between condition and sex and condition x sex interaction effects on all outcome measures across 3 time points: pre-intervention, post-intervention, and follow-up. At pre-intervention, boys were significantly higher than girls on all variables except for performance in math. Models for growth indicated that students in the experimental group improved at a significant rate compared to girls in the control group on motivation, value, enjoyment, and confidence in mathematics. Implications of the findings are therefore particularly relevant for girls, who may benefit from interventions designed to increase their attitudes and self-efficacy for mathematics.