The impact of peer mentoring on pupils’ emotional literacy competencies

Research suggests that peer mentoring can positively impact on emotional literacy competencies. This study explored the effects of peer mentoring on the emotional literacy competencies of Year 7 peer mentees using a quasi-experimental pre-test and post-test control group design. Results supported the hypothesis that peer mentoring has a positive impact on the emotional literacy competencies of mentees with low to average levels of emotional literacy at pre-intervention. Results also showed a significant negative correlation between attendance at sessions and perceived Conduct Problems. Unexpectedly, results indicated adverse effects of reading mentoring on the emotional literacy competencies of control participants.     

Authorship analysis of specialized vs diversified research output

The present work investigates the relations between amplitude and type of collaboration (intramural, extramural domestic or international) and output of specialized versus diversified research. By specialized or diversified research, we mean within or beyond the author’s dominant research topic. The field of observation is the scientific production over five years from about 23,500 academics. The analyses are conducted at the aggregate and disciplinary level. The results lead to the conclusion that in general, the output of diversified research is no more frequently the fruit of collaboration than is specialized research. At the level of the particular collaboration types, international collaborations weakly underlie the specialized kind of research output; on the contrary, extramural domestic and intramural collaborations are weakly associated with diversified research. While the weakness of association remains, exceptions are observed at the level of the individual disciplines.     

Chinese Culture Year Celebrated in Australia

During Chinese Vice Premier Li Keqiang’s official visit to Australia in October 2009, Chinese and Australian leaderships reached a consensus of hosting cultural years in each other’s country. From June 2010 to June 2011, "Experience Australia"—the Year of Australian Culture was successfully held in China. From June 2011 to June 2012, "Experience China"—the Year of Chinese Culture (YCCiA) is celebrated in Australia, featuring nearly 100 cultural events ranging from performing arts projects to visual art exhibitions to film festivals.     

Euro-Asia Economic Forum Highlights Public Cultural Service

Public cultural ser vice has gained increasing attention worldwide in recent years. It has become ever y government’s top priority to build a well-developed public cultural service system, provide diverse cultural products and promote cultural consumption by the public. In one-day disccusions of the Cultural Session, participants shared each other’s experience in public cultural service, in particular, concepts and practices of Xi’an City. Participants reached a consensus of increasing exchanges and cooperation in the sector of public culture in the future.     

新时代背景下的数学类专业新理科人才培养协同系统构建研究

该文在新时代背景下,基于系统论、控制论、协同论的视角,探讨聚焦如何培养数学类专业新理科人才。结合大数据、人工智能、5G等新技术、新业态、新变革,分别从人才培养方案、课程体系、师资队伍建设、实践环节等方面,探寻新时代背景下数学与应用数学、信息与计算科学、金融数学等与数据科学和大数据技术专业人才培养协同机制,努力构建数学类新理科专业人才培养协同系统。     

长沙市民间自办公共阅读空间发展研究——以雨花区“和+共享图书馆”为例

[目的/意义] 针对"和+共享图书馆"的建设现状进行分析,反映长沙市民间自办公共阅读空间的一般性问题,为长沙市民间自办公共阅读空间可持续发展提出优化建议。[方法/过程] 通过现场观察、问卷调查、访谈法等方法对"和+共享图书馆"建设现状和特点进行剖析,认为存在专业人员短缺、空间利用率偏低、营销形式单一等问题。[结果/结论] 提出优化建议包括：构建运营管理机制;加强专业人员培养;增强公共阅读空间服务的可及性和丰富服务营销形式等,以促进长沙市民办公共阅读空间的良性发展。     

A Study on Human-Computer Interaction Mechanism in an Intelligent Tutoring System

Discussion is a common and important learning process. Involvement of a virtual agent can provide adaptive support for the discussion process. Argumentative knowledge construction is beneficial to learners’ acquisition of knowledge,but the effectiveness of argumentative scaffolding in existing studies is not consistent. Based on an intelligent discussion system, a total of 47 undergraduate students took part in the experiment and they were assigned to three different conditions: content-related plus content-independent scaffolding condition, content-related scaffolding condition, and the control condition. Under the content-related and content-independent scaffolding condition, the computer agent provided an idea from semantically different categories (content-related scaffolding) according to the automatic categorization of the current contributions, and further inquired the participants about their attitudes and reasons (content-independent scaffolding). Under the condition of content-related scaffolding condition, the virtual agent only provided semantically different viewpoints. Under the control condition, the subjects expressed their opinion independently without the participation of the virtual agent. Findings revealed that compared with the control group, when the virtual agent provided semantically different ideas (content-related scaffolding), the discussion breadth (number of categories) was improved and the subjects felt that they had a more comprehensive understanding of the problem. Compared with the content-related scaffolding condition, when the virtual agent provided semantically different ideas and further asked about the attitudes and reasons, the subjects expressed more agreement with these views, but mentioned fewer categories during the discussion. This study suggests that the content-related scaffolding can facilitate the cognitive processing effect relevant to the topic of discussion. When the content independent scaffolding is added, it can promote the argumentative processing, but may have a negative effect on the cognitive processing related to the topic discussed.     

On the relation between the degree of internationalization of cited and citing publications: A field level analysis,including and excluding self-citations

The growing complexity of scientific challenges demands increasingly intense research collaboration, both domestic and international. The resulting trend affects not only the modes of producing new knowledge, but also the way it is disseminated within scientific communities. This paper analyses the relationship between the “degree of internationalization” of a country’s scientific production and that of the relevant citing publications. The empirical analysis is based on 2010-2012 Italian publications. Findings show: i) the probability of being cited increases with the degree of internationalization of the research team; ii) totally domestic research teams tend to cite to a greater extent totally domestic publications; iii) vice versa, publications resulting from international collaborations tend to be more cited by totally foreign publications rather than by publications including domestic authors. These results emerge both at overall and at discipline level. Findings might inform research policies geared towards internationalization.     

Designing Reading Comprehension Assessments for Reading Interventions: How a Theoretically Motivated Assessment Can Serve as an Outcome Measure

When designing a reading intervention, researchers and educators face a number of challenges related to the focus, intensity, and duration of the intervention. In this paper, we argue there is another fundamental challenge—the nature of the reading outcome measures used to evaluate the intervention. Many interventions fail to demonstrate significant improvements on standardized measures of reading comprehension. Although there are a number of reasons to explain this phenomenon, an important one to consider is misalignment between the nature of the outcome assessment and the targets of the intervention. In this study, we present data on three theoretically driven summative reading assessments that were developed in consultation with a research and evaluation team conducting an intervention study. The reading intervention, Reading Apprenticeship, involved instructing teachers to use disciplinary strategies in three domains: literature, history, and science. Factor analyses and other psychometric analyses on data from over 12,000 high school students revealed the assessments had adequate reliability, moderate correlations with state reading test scores and measures of background knowledge, a large general reading factor, and some preliminary evidence for separate, smaller factors specific to each form. In this paper, we describe the empirical work that motivated the assessments, the aims of the intervention, and the process used to develop the new assessments. Implications for intervention and assessment are discussed.