香港在建设粤港澳大湾区国际科技创新中心中的作用

建设粤港澳大湾区(以下简称"大湾区")国际科技创新中心,需要明确香港角色,并促使其更好地发挥作用。香港在4个方面具有独特优势:(1)高水平大学集群与自由的学术氛围,培育出大量创新人才;(2)基础研究优势,并在与大湾区其他城市的互动中促进技术创新;(3)一流的现代服务业,可为企业发展提供法律、金融等方面的支撑;(4)全球视野和良好国际形象,提升大湾区国际化水平。但同时,香港也在产业发展、创新政策实施和创业成本等方面有不少教训。善用"一国两制",加强两地互动,既有助于香港在已有的良好基础上探索形成新的、更加符合科技创新具体要求的优势领域,实现自身突破,也有利于贡献独特智慧,辐射大湾区建设,并推动我国科技体制改革,促进创新事业发展。     

Teacher log of students’ opportunity to learn and classroom observation: an initial investigation of convergence

Educational Assessment, Evaluation and Accountability - The present study investigated the convergent validity of the Instructional Learning Opportunities Guidance System (MyiLOGS; Kurz and Elliott...     

Jump into Leadership Using our Knowledge of Design!

Leadership development takes preparation and practice. We can rely on our knowledge of instructional design to create the curriculum or steps necessary for our own leadership development.     

Wearing,speaking and shouting about sexism: developing arts-based interventions into sexism in the academy

This paper examines a project that developed humorous, irreverent and subversive arts-based interventions into sexism in the academy. Two workshops were run with women currently working in teacher education in Australian universities. The researchers worked with the participants collaboratively and in line with feminist practices and methodologies to develop interventions that were performed at a large multidisciplinary educational research conference. The paper outlines the origins of the project, the feminist scholarship that inspired it, the methodological framework as well as a discussion about three of the interventions and demonstrates that sexism both (re)produces structural disadvantage for women in higher education as well as being characterised by a set of micro practices that shape the everyday experiences of women in the academy. Although this research is set within an Australian context, the paper acknowledges that sexism is systemic within higher education across contexts.     

Language Does Matter: But There is More to Language Than Vocabulary and Directed Speech

In response to Golinkoff, Hoff, Rowe, Tamis-LeMonda, and Hirsh-Pasek's (2018) commentary, we clarify our goals, outline points of agreement and disagreement between our respective positions, and address the inadvertently harmful consequences of the word gap claim. We maintain that our study constitutes a serious empirical challenge to the word gap. Our findings do not support Hart and Risley's claim under their definition of the verbal environment; when more expansive definitions were applied, the word gap disappeared. The word gap argument focuses attention on supposed deficiencies of low-income and minority families, risks defining their children out of the educational game at the very outset of their schooling, and compromises efforts to restructure curricula that recognize the verbal strengths of all learners.     

Chasing improved pupil performance: The impact of policy change on school educators’ perceptions of their professional identity,the case of further change in English schools

Changes in education systems across Europe are a response to perceived needs to improve academic performance. The recent workforce remodelling agenda in England (2003–2005) reflected a growing concern that centralisation and the associated deskilling of teachers had gone too far. The resultant restructuring of the work of teachers, giving roles previously performed by teachers to staff without teaching qualifications, needs to be considered from the perspective of those involved. What is clear from comparative studies is that experiences of the implementation of such policies are influenced by local factors. The study reported here focuses on the effect of a significant policy change on teachers in two English local authorities through a mixture of 557 questionnaires and 86 semi‐structured interviews collected from five secondary and nine primary schools. The data focus on the changing roles of teachers and teaching assistants and the lessons to be learned for system changes beyond remodelling.     

The mathematics skills of children with reading difficulties

Although many children with reading difficulty (RD) are reported to struggle with mathematics, little research has empirically investigated whether this is the case for different types of RD. This study examined the mathematics skills of third graders with one of two types of RD: dyslexia (n = 18) or specific reading comprehension difficulty (n = 22), as contrasted to a comparison group (n = 247). Children's performance on arithmetic fact fluency, operations, and applied problems was assessed using standardized measures. The results indicated that children with dyslexia experienced particular difficulty with arithmetic fact fluency and operations: they were 5.60 times and 8.54 times more likely than other children to experience deficits in fact fluency and operations, respectively. Our findings related to arithmetic fact fluency were more consistent with domain-general explanations of the co-morbidity between RD and mathematics difficulty, whereas our findings related to operations were more consistent with domain-specific accounts.     

How Levels of Interactivity in Tutorials Affect Students' Learning of Modeling Transportation Problems in a Spreadsheet

Do students learn to model OR/MS problems better by using computer‐based interactive tutorials and, if so, does increased interactivity in the tutorials lead to better learning? In order to determine the effect of different levels of interactivity on student learning, we used screen capture technology to design interactive support materials for modeling and solving the transportation problem in a spreadsheet. A controlled experiment was carried out and the results indicate a general support for the effectiveness of interactive tutorials in enhancing students’ learning of modeling concepts. However, the study also found that excessive interactivity increased the cognitive load for the students and hindered their learning by making it difficult for them to consolidate concepts, integrate previous knowledge, and create meaningful mental models of the process.