Oseen流动中粘性对自由表面波的影响

Based on the complex dispersion relation for the two-dimensional free-surface waves generated by a moving body in the steady Oseen flows, the effect of viscosity on wavelength and wave amplitude was investigated by means of an asymptotic method and a numerical analysis. A comparison between the asymptotic and numerical analysis for the viscous decay factor demonstrates the validity of the perturbation expansions for the wave profile. The numerical result shows that the wavelength of viscous wave is slightly elongated in comparison with that of inviscid wave.     

Forming shared inquiry structures to support knowledge building in a grade 5 community

This study explores the reflective processes by which a grade 5 science community co-constructed shared inquiry structures to focus and guide its inquiry about human body systems over a school year supported by a collaborative online environment. The co-constructed structures included a list of collective wondering areas as the shared focus of inquiry and models of the inquiry process in the form of “research cycle.” Qualitative analyses of field notes, classroom videos, student notebooks and interviews elaborate the evolution of the inquiry areas and the “research cycle” model as well as students’ adaptive use of the structures to guide deeper inquiry. Content analyses of students’ individual research questions and collaborative online discourse indicate that students used the structures to develop more advanced inquiry and make productive contributions. The results contribute to elaborating a reflective structuration approach to co-organizing and sustaining long-term, open-ended inquiry in knowledge building communities.     

Career guidance in India based on O*NET and cultural variables

The Occupational Information Network (O*NET) is the primary source of occupational information in the United States (US). In this study, I review O*NET’s usage for career guidance in India and conceive a career intervention based on it. In an empirical evaluation adopting a posttest-only experimental design with post-graduate management students (N = 220), effectiveness of the career intervention in reducing career decision-making difficulties is presented. An important cultural insight the study offers regarding occurrence of career decision-making difficulties, are the differences due to vertical–horizontal characteristics, apart from the more researched individualism–collectivism characteristics.     

Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration

There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context.     

Studienförderung für Auslandsstudien

In der Entscheidung Morgan und Bucher hat der Europäische Gerichtshof zwei Regelungen des deutschen Bundesausbildungsförderungsgesetzes zur Ausbildungsförderung für Auslandsstudien als gegen die Freizügigkeit der Unionsbürger nach Art 18 EGV verstoßend und somit gemeinschaftsrechtswidrig angesehen. Das Urteil unterstreicht die Bedeutung, die der Gerichtshof der Freizügigkeit und der Gleichbehandlung von Unionsbürgern im Bildungsbereich zuerkennt. Dies wird von Österreich auch bei Klärung der Hochschulzugangsproblematik zu berücksichtigen sein. Das durch eine Novelle zum österreichischen Studienförderungsgesetz eingeführte Mobilitätsstipendium ist entsprechend den vom Europäischen Gerichtshof in Morgan und Bucher entwickelten Grundsätzen am Gemeinschaftsrecht zu messen.     

Exploring the Effects of Financial Aid on the Gap in Student Dropout Risks by Income Level

Using national survey data and discrete-time logit modeling, this research seeks to understand whether student aid mediates the relationship between parental income and student dropout behavior. Our analysis confirms that there is a gap in dropout rates for low-income students compared with their upper income peers, and suggests that some types of aid are associated with lower risks of dropout. Thus, we examine the interaction between financial aid type and parental income to explore whether, and if so how, different types of aid may reduce the dropout gap by income level group. We find that the receipt of a Pell grant is related to narrowing the dropout gap between students from low- and middle-income groups, although overall the interaction between Pell grant and income is not significant. Loans and work-study aid both have similar effects on student dropout across all income groups. Methodologically, our results demonstrate the need to model dropout behavior temporally and to avoid main-effect bias by incorporating interaction effects.

School experience,relational justice and legitimation of institutional

This study analysis the relationship between perceptions of the justice of teacher’ behaviour and (a) the legitimation of school authority and (b) the legitimation of institutional authorities outside school. 448 adolescent students participated in the study. In questionnaire participants were asked about (a) perceptions of the justice of teachers’ behaviour; (b) evaluation of the school experience; and (c) evaluation of institutional authorities. Results show that the evaluation of the justice of teacher behaviour, in particular relational and procedural justice, have an impact on the legitimation of the authority of teachers and on the evaluation of institutional authorities outside school. Results also show that the legitimacy granted to teachers is a mediator variable between perceptions of justice in school and evaluation of authorities outside school. These results are discussed in the context of the studies on the relationship between school experience and adolescents attitudes towards authorities, and in the framework of the “Relational Model of Authority” and of the “Group Value Model”.     

Developing Seventh Grade Students’ Understanding of Complex Environmental Problems with Systems Tools and Representations: a Quasi-experimental Study

A systems-based classroom intervention on environmental education was designed for seventh grade students; the results were evaluated to see its impact on the development of systems thinking skills and standard science achievement and whether the systems approach is a more effective way to teach environmental issues that are dynamic and complex. A quasi-experimental methodology was used to compare performances of the participants in various dimensions, including systems thinking skills, competence in dynamic environmental problem solving and success in science achievement tests. The same pre-, post- and delayed tests were used with both the comparison and experimental groups in the same public middle school in Istanbul. Classroom activities designed for the comparison group (N = 20) followed the directives of the Science and Technology Curriculum, while the experimental group (N = 22) covered the same subject matter through activities benefiting from systems tools and representations such as behaviour over time graphs, causal loop diagrams, stock-flow structures and hands-on dynamic modelling. After a one-month systems-based instruction, the experimental group demonstrated significantly better systems thinking and dynamic environmental problem solving skills. Achievement in dynamic problem solving was found to be relatively stable over time. However, standard science achievement did not improve at all. This paper focuses on the quantitative analysis of the results, the weaknesses of the curriculum and educational implications.     

Models and Paradigms in Kuhn and Halloun

In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper, I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable, there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’ as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question.