紧生成l—群的一个结构定理

l-群G称为紧生成的，如果对于G的任意子集{αλ|λ∈Λ}且α=∨λ∈Λαλ存在，必存在{αλ|λ∈Λ}的有限子集a1、a2……an，使得a=∨ni=1ai。主要结果是：G∈F，则G是紧生成的当且仅当G的任一个l-子群是闭的，且Г（G）满足极小条件。     

Procedures for Evaluating the Impact of Complex Educational Interventions

The application of information and computer technology (ICT) to education, particularly when ICT is a component of a major school reform, raises difficult issues for program evaluation. In many cases even defining the program goal is difficult because so many different changes are often instituted at the same time: installation of a local area network, development of technical support, staff development for integrating ICT into the curriculum and for new teaching methods, and so on. To assist program developers and evaluators in gaining control of such complex interventions in education, two basic procedures are described: the history of the future and program logic mapping. The former is a goals and methods clarification scheme, built around a press release that describes at the projected end of the project what was achieved and how. The latter procedure draws on the goals defined in the history of the future, along with the project strategy, to make explicit all of the major links between project inputs and project outputs. This map then serves as a guide for planning an evaluation that would verify causal linkages as well as outcomes. For each type of node in such a diagram, appropriate evaluation techniques are defined.     

Adopting Bilingual Education: An Australian School Community's Journey

This article describes a case study of an Australian deaf facility and its changes in language policy. The study documents the process of change in a school community as the researcher worked collaboratively with teachers and parents to investigate the place of Auslan and bilingual pedagogy in deaf education. Teachers' dissatisfaction with educational outcomes and current practices propelled the discussion about language policy. Gaining the support of parents is a key feature of this study. Beliefs about language policy and practices are explored and the implications for change investigated. This is part of a larger study of deaf education and the politics of language practices (see Komesaroff, 1998).     

Are mathematics disabilities due to a domain-general or a domain-specific working memory deficit?

The relationship between verbal and visual-spatial working memory and mathematical computation skill was examined in children and adults with and without disabilities in mathematics. A hierarchical regression analysis showed that, when partialing for the influence of reading ability, age, and gender, mathematical computation was better predicted by verbal than by visual-spatial working memory. Furthermore, the results showed that the relationship between mathematics ability and working memory were not significantly moderated by age but were stable across a broad age span. We concluded that, regardless of age, deficits in mathematics are mediated by both a domain-general and a domain-specific working memory system.     

Resilience in higher education students: a scoping review

ABSTRACT

The health, wellbeing and employability of university students are key considerations within higher education. In response, interest in student resilience is on the rise. Reviews of contemporary resilience literature highlight both conceptual and methodological weaknesses, issues which hamper attempts to design effective resilience interventions. To inform the design of a student resilience program, to be piloted at three Australian universities, a scoping review of resilience specific to the higher education context was undertaken. Searches of three electronic databases (PsychINFO, CINAHL and ProQuest) were conducted. Seventy-two peer-reviewed articles published between 2007 and 2017 were included in the review. While the review reaffirms the conceptual and methodological issues found in previous resilience research, it provides a useful critique of key issues in relation to university student resilience and interventions to enhance students’ resilience. Recommendations for educators and researchers are provided.     

A theory of instruction for introductory programming skills

ABSTRACT

Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.

Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.

Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.

Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.

Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.     

大学生创业自我效能感的中介作用探究

创业自我效能感作为创业者对于自己是否能够完成创业任务的信念,在大学生创业活动中起着十分关键的作用.以同济大学、复旦大学、上海大学等上海地区的1086位大学生为样本,通过SPSS及AMOS软件,构建大学生创业能力影响因素及中介效应的结构方程模型.研究结果表明:创业环境、创业教育、创业特质以及创业自我效能感等因素对提升大学生的创业能力均具有正向显著影响;创业自我效能感分别在创业环境、创业教育、创业特质与创业能力之间起部分中介作用.研究结论可以为大学生创业能力的提升、高校开展创业类课程、政府出台相关创业政策提供一定的指导和借鉴.     

What do teacher educators know about English spelling?

Reading and Writing - Teachers’ knowledge of literacy has gained considerable interest over the last three.decades, largely with a focus on the basic language constructs of phonological....     

A mixed method study of ethical issues in classroom assessment in Chinese higher education

The purpose of this study was to explore Chinese university professors’ decisions about ethical issues in classroom assessment. A survey with fifteen scenarios that describe professors’ thoughts about ethics in assessment practices was administrated to 555 professors from 143 colleges and universities in 29 provinces in China. The results of the quantitative analysis indicated that professors’ interest in professional development related to classroom assessment, and their dispositions were significantly associated with their agreement with experts in the field of classroom assessment. Professors’ gender, highest degree, professional rank, and years of teaching experience did not significantly predict their agreement. The qualitative analysis revealed that maintaining fair assessment vs being caring to students and asserting professors’ rights vs abiding by university policy were the crucial aspects for professors to consider in classroom assessment. Findings of the study could help educators identify ethical issues in assessment, develop guidelines to ensure fair assessment, and incorporate differentiated strategies in professional development workshops in higher education.