How do primary school teachers develop knowledge by crossing boundaries in the school–university partnership? A case study in China

University experts typically serve as knowledge sources for teacher learning. Experts in China are no exception. Nevertheless, minimal attention has been focused on knowledge flow between experts and teachers, and its contribution to teacher knowledge development. Drawing on the perspective of knowledge process across boundaries, this qualitative study investigates knowledge growth of primary school teachers involved in a small-scale school–university partnership in Northern China. In-depth interview was adapted as the main approach to collecting data. Nine participating teachers, two school administrators, and one university expert were interviewed. Findings show that expert-led knowledge transfer (knowledge-for-practice is directly delivered) and teacher-involved knowledge translation (knowledge-in-practice is reframed and situated) are the main focus of the partnership studied. However, collaboration-oriented knowledge transformation (altering existing knowledge and creating knowledge-of-practice) is insufficiently emphasised. Furthermore, this study discusses significant implications for advancing the transformation of knowledge and expert–teacher collaborative knowledge creation as well as for further study.     

政府规模及其保护职能与经济增长——基于经济自由指数的研究

本文使用经济自由指数研究经济自由与经济增长的关系。通过分解该指数的第一部分,研究了政府规模与经济增长之间更深层次的联系;对政府的保护职能与经济增长的关系做了敏感性分析。此外,还始终将OLS和稳健回归方法分别得到的回归结果进行比较。     

Personal Bias or Government Bias? Testing the Hostile Media Effect in a Regulated Press System

This study examines the hostile media effect in relation topartisans’ perception of the slant of news coverage ina highly regulated press environment—Singapore. We foundthat partisans in Singapore perceived unbiased news to be infavor of the other side, while the nonpartisans perceived thesame news to be neutral. Our findings show that hostile mediaeffects can persist in a restricted press environment wherepeople are aware of the government's control of media coverage.We also found that partisans’ awareness of the government'scontrol of media information contributed to their perceptionof the article slant as well. Received for publication May 9, 2006. Accepted for publication December 5, 2006.     

高阶有源滤波网络的优化综合及其应用

提出了一种基于二阶、三阶巴特沃兹滤波器传递函数的高阶滤波网络的优化综合方法，并给出了在实时提取汉语浊音基频中的应用实例，实验结果表明用该方法实现高阶有源滤波网络，参数选择方便，性能稳定，在仪器仪表、工程测试、信息处理和通信等领域有实用价值。     

Novice Counselors’ Conceptualizations and Experiences of Therapeutic Relationships

This qualitative study investigated three novice counselors’ experiences and characterizations of therapeutic relationships. Thematic analyses of interviews and diaries revealed six common themes: (a) the centrality of supervision and training experiences to navigating interpersonal experiences with clients; (b) anxiety about counselors’ roles in therapeutic relationships; (c) the perception of the therapeutic relationship as less directive than outside (lay) helping relationships; (d) experimentation with different interpersonal styles; (e) awareness of countertransference; and, (f) impact of therapeutic relationships on outside relationships. Findings expand upon the therapeutic relationship as a focal point for the training and supervision of novice counselors.     

Beginning secondary science teacher induction: A two‐year mixed methods study

Those who study secondary science teachers are often concerned with preservice or in‐service teacher development. Science teacher educators have acknowledged that this focus is limited, as the induction years of beginning teachers are an important component of teacher development. This mixed methods study focuses on the induction years of beginning content specialists, with the intention of adding to the literature in this underexamined area. The secondary science teachers in this study were followed during their first and second year of teaching in order to understand the changes in their beliefs, pedagogical content knowledge (PCK) and practices as a group, and as they participated in different induction programs. Analysis by induction program revealed that first year teachers who participated in science specific induction programs strengthened their beliefs, PCK, and practices. By the end of the second year, regardless of program, most of the teachers shared similar beliefs and PCK. However, the teachers in the science specific induction programs continued to enact more interactive learning environments that had more investigations and laboratories than did their peers in the other induction programs. For those who work with beginning science teachers, this study suggests that the induction of science specialists is an important area of work. It also explores the complex process of induction, and calls for more research into how beginning secondary science teachers learn and what types of induction experiences can best support beginning science teachers. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1199–1224, 2011     

农村群体性事件预警指标体系的构建与运用——基于专家调查法和模糊综合评价法

农村群体性事件受多种因素影响而发生,基于此假设,研究运用专家调查法构建了农村群体性事件预警指标体系,并据此运用模糊综合评价方法和软件构建农村群体性事件预警模型,评估江苏省苏北地区某镇农村社会状况的警级,即农村群体性事件发生概率的大小。农村群体性事件预警模型预测的结果符合客观实际情况。结合研究发现,提出了构建农村群体性事件预警机制之引擎,构建农村群体性事件预警机制之核心和构建农村群体性事件预警机制之根源等三点政策建议。     

“Science capital”: A conceptual,methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts

This paper sets out an argument and approach for moving beyond a primarily arts‐based conceptualization of cultural capital, as has been the tendency within Bourdieusian approaches to date. We advance the notion that, in contemporary society, scientific forms of cultural and social capital can command a high symbolic and exchange value. Our previous research [Archer et al. (2014) Journal of Research in Science Teaching 51, 1–30] proposed the concept of “science capital” (science‐related forms of cultural and social capital) as a theoretical lens for explaining differential patterns of aspiration and educational participation among young people. Here, we attempt to theoretically, methodologically, and empirically advance a discussion of how we might conceptualize science capital and how this might be translated into a survey tool for use with students. We report on findings from a survey conducted with 3658 secondary school students, aged 11–15 years, in England. Analysis found that science capital was unevenly spread across the student population, with 5% being classified as having “high” science capital and 27% “low” science capital. Analysis shows that levels of science capital (high, medium, or low) are clearly patterned by cultural capital, gender, ethnicity, and set (track) in science. Students with high, medium, or low levels of science capital also seem to have very different post‐16 plans (regarding studying or working in science) and different levels of self‐efficacy in science. They also vary dramatically in terms of whether they feel others see them as a “science person.” The paper concludes with a discussion of conceptual and methodological issues and implications for practice. © 2015 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 52: 922–948, 2015.