营造有利于我国高等职业教育发展的法制环境

作为高等教育重要组成部分的高等职业教育，由于发展起步迟，历史短，相应的法制建设还未跟上，还存在着法制建设尚不健全，司法执法不够严格，社会各界及人民群众关于职业教育的法制观念不强等问题。因此，必须积极营造有利于我国高等职业教育发展的法制环境，建立健全高等职业教育方面的法律法规体系，使高等职业教育走上健康，快速发展的轨道。     

Blocking in eyelid conditioning: Effect of changing the CS-US interval and introducing an intertriai stimulus

Kamin’s three-stage blocking paradigm was investigated in rabbit eyelid conditioning, Two manipulations were examined. A change in the CS-US interval from Stage 1 to Stage 2 did not attenuate blocking. The introduction of a salient stimulus during the intertriai interval in Stage 2 also failed to attenuate blocking. The first result is not consistent with Kamin’s interpretation of the blocking effect in terms of US surprisingness. The second resuit is inconsistent with a prediction based on the Rescorla-Wagner model.     

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.     

The Impact of the Home Instructional Program for Preschool Youngsters (HIPPY) on School Performance in 3rd and 6th Grades

A post hoc matching design was used to compare children who participated in the Home Instructional Program for Preschool Youngsters (HIPPY) throughout Arkansas to children from the same classrooms who had no preschool experience and children who had other preschool experiences in the third and sixth grades. The program showed modest positive impact on school suspensions, grades, classroom behavior, and achievement test scores at both grade levels.     

Nonverbatim captioning in Dutch television programs: a text linguistic approach

In the Netherlands, as in most other European countries, closed captions for the deaf summarize texts rather than render them verbatim. Caption editors argue that in this way television viewers have enough time to both read the text and watch the program. They also claim that the meaning of the original message is properly conveyed. However, many deaf people demand verbatim subtitles so that they have full access to all original information. They claim that vital information is withheld from them as a result of the summarizing process. Linguistic research was conducted in order (a) to identify the type of information that is left out of captioned texts and (b) to determine the effects of nonverbatim captioning on the meaning of the text. The differences between spoken and captioned texts were analyzed on the basis of on a model of coherence relations in discourse. One prominent finding is that summarizing affects coherence relations, making them less explicit and altering the implied meaning.     

Comparative studies of the preference for free vs response-produced reinforcers

Neither domesticated hooded rats nor wild black rats responded appreciably for water on a CRF schedule when free water was available. However, four out of five crows showed substantial responding for food in the presence of identical free food. Previous reports also indicate that type of reinforcer and species are variables which significantly influence this phenomenon. Nevertheless, the overall findings seem to be amenable to an explanation based upon incentive-motivation theory.     

Using stakeholder feedback to improve online professional development opportunities

Abstract

Traditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effectiveness in meeting the needs of key stakeholders. Focus groups were conducted with teachers, administrators, and other specialists to gather feedback on content as well as how online learning modules (OLMs) could be tailored to meet specific school site and team needs. We discuss our findings in the context of continuing efforts to improve general and specific professional development opportunities.     

Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program

Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged.