创新大数据、创新治理效能和数字化转型

愈加庞杂的国家创新体系的有效治理迫切需要借助现代科学的方法和手段来支撑，国家创新治理的数字化转型是实现国家创新治理能力现代化、推动创新型国家建设的有效选择。本文从创新治理数字化转型的实践背景与研究背景出发，从多元主体参与、科学性与透明性、精准性、效率、应对与风险防控能力5个维度深入剖析了大数据如何影响国家创新治理，同时从科技发展监测、预见和战略制定、项目与计划管理、活动行为刻画、政策演化和效果跟踪5个方面描述了大数据在国家创新治理体系中的应用情景。最后，就充分发挥利用大数据在创新治理中的作用、实现创新治理的数字化转型提出了相应建议：转变政府创新治理的理念和治理模式、建立多层次创新监测数据整合平台、打通部门间的多层级创新信息孤岛、推行和实施科技创新信息的公开化、建立完善的创新数据管理法规体系、加快推进新型数字基础设施建设。本文为进一步认识大数据在创新引领发展与国家治理体系现代化中的重要支撑作用提供依据。     

Tightrope walkers and solidarity sisters: critical workplace educators in the garment industry

This article focuses on the complex negotiations of critical workplace educators positioned amongst contradictory agendas and discourses in the workplace. While philosophically aligned with critical pedagogical agendas of transformation and collective action for workplace change, these educators perform an array of pedagogic articulations in everyday practice to secure their continued presence in the workplace. What becomes evident in these seemingly opposing articulations are various strategic political positionings of educators alongside their juggling of demands, attachments and inter‐identifications with both learners and managers. The pedagogy that emerges challenges conventional binaries of ‘transformative’ and ‘reproductive’ learning. Dynamics of transformation and liberation as well as reproduction and subjugation appear to be interlinked, along with expanding nets of social relations that blur power hierarchies and spatial boundaries, in a pedagogy that ultimately appears to mobilise hope and agency among workers. The workplace educator works a delicate balance of these dynamics to survive. The argument is based on a case study of a garment factory in Canada in which an adult education programme managed to thrive for 17 years: both workers and educators were interviewed in depth.     

Oral Communication Skills in Higher Education: Using a Performance-Based Evaluation Rubric to Assess Communication Skills

This study used The Competent Speaker, a rubric developed by the National Communication Association (S. P. Morreale, M. R. Moore, K. P. Taylor, D. Surges-Tatum, & R. Hulbert-Johnson, 1993), to evaluate student performance in general education public speaking courses as a case study of student skills and programmatic assessment. Results indicate that students taking the general education public speaking course are below satisfactory standards on five of the eight competencies defined by the National Communication Association and are above satisfactory standards on two of the eight competencies. Implications for this particular program, other communication departments, and communication across the curriculum in general education are discussed. We also offer suggestions for those in other disciplines or educational settings in the use of performance evaluation rubrics for assessing other student skills/knowledge and for training new teachers.

Teaching the Alphabet: Reconciling the Past and the Present

This guest editorial focuses on a reflective journey of two early childhood professionals as student and teacher turning into classroom teacher and literacy coach. In addition, this editorial explores some of the worries the classroom teacher expressed during a reflective journey in learning ways in which to teach alphabet letter recognition that increased child outcomes.     

Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review

Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.

Evaluating Continuing Resources: Perspectives and Methods from Science Librarians

Five science librarians share their experiences with the evaluation of continuing resources at an academic university and discuss implications caused by the evaluation process. Four of the authors were new to collection evaluations at the time of the Serial Evaluation Project. These new librarians faced many challenges, both personally and professionally, in dealing with the cancellation process. Although the differences in approaches to collection analysis are discussed somewhat, they are not a focus of the article.     

Investigating the influence of student–teacher Facebook interaction in Thailand

ABSTRACT

In Thailand, older individuals or ‘Phu Yai’ are people with higher social status and power as compared to younger people or ‘Phu Noi’ (Komolsevin &; Knutson, 2010). In the realm of education, teachers are considered Phu Yai while students are considered Phu Noi. This concept reinforces Hofstede’s (1991) major finding on Thailand being categorized as a high power-distance culture. The current study examines students’ perspective of the effect of student–teacher Facebook interactions on intercultural communication concepts such as power distance and submission to authority within the Thai student–teacher relationship. Questionnaires were administered to 353 students (N?=?353) at a large international university in Thailand. The study found that social media use between Thai students and teachers influence how students view the face-to-face power dynamics between them and their teachers. Specifically, the more students and teachers interact on Facebook, the lower students perceive the power distance between them and their teachers.