影响矩作为测度单篇论著影响力的评价指标探讨

把评价视向由针对学术主体转向针对学术客体,提出着眼于单篇论著影响力评价的影响矩指标。影响矩M被定义为单篇论著影响学者力A及其影响跨度D的乘积,M越大,影响越大。通过对测算样本集和校验样本集的数据分析,显示影响矩M与总被引C及h指数的相关系数都在0.6以上,表明影响矩可以作为测评单篇论著影响力的独立指标。     

System performance and policymaking in west European education: Effectiveness,efficiency, responsiveness,and fidelity

One cannot gauge or understand the performance of an educational system by examining the output of that system alone. Only when output is examined in relation to goals, costs, demands, and societal needs, can system performance as well as the policies that facilitate it be evaluated and usefully analyzed. The authors present and discuss four constructs — effectiveness, efficiency, responsiveness, and fidelity — which relate the output of an educational system to the important educational, economic, political and social factors which influence the formulation of educational policy. Social indicators can, in principle, contribute to the estimation of the degree of effectiveness, efficiency, responsiveness, and fidelity a system has displayed; but, with several noted exceptions, available education statistics provide only indirect measures of system output and almost no basis for estimating such political and social factors as responsiveness and societal need. An argument is made that the best estimates of such factors currently available will come from policymakers and other specialists in positions to perceive how the system, or various aspects of it, is performing with respect to these constructs. Use of the four constructs is exemplified in a discussion of the current status of the educational system in England, the Federal Republic of Germany, France, Italy and Sweden, as perceived by policymakers and specialists in these countries. Examples of hypotheses relating these four constructs to structural characteristics are presented.

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Zusammenfassung Man kann die Performanz eines Bildungssystems nicht allein am Output messen oder verstehen. Nur wenn der Output im Verhältnis zu Zielen, Kosten, Forderungen und gesellschaftlichen Bedürfnisse geprüft wird, können die Performanz eines Systems sowie die Politik, die diese möglich macht, bewertet und nützlich analysiert werden. Die Autoren präsentieren und diskutieren vier Konstrukte — Effektivität, Effizienz, Respondeität und Fideität — die den Output eines Bildungssystems mit den wichtigen pädagogischen, ökonomischen, politischen und sozialen Faktoren verbindet, die die Formulierung der Bildungspolitik beeinflussen. Soziale Indikatoren können prinzipiell zu einer Schätzung des Grades von Effektivität, Effizienz, Respondität und Fideität beitragen, den ein System zeigt; aber die pädagogische Statistik liefert — mit einigen bemerkenswerten Ausnahmen — nur einen indirekten Massstab des System, und beinahe keine Basis-für die Schätzung von sozialen Faktoren, wie Respondeität und gesellschaftliche Bedürfnisse. Es wird argumentiert, dass die besten im Moment vorhandenen Schätzungen solcher Faktoren von politischen Entscheidungsträgern und anderen Spezialisten in Positionen kommen werden, in denen es möglich ist, zu beobachten, wie sich das System im Hinblick auf solche Konstrukte verhält. Die Anwendung der vier Konstrukte wird aufgezeigt in einer Diskussion des gegenwärtigen Zustands der Bildungssysteme in England, der Bundesrepublik Deutschland, Frankreich, Italien und Schweden, so wie er von politischen Entscheidungsträgern und Spezialisten in diesen Ländern gesehen wird. Es werden Beispiele von Hypothesen gegeben, die diese vier Konstrukte auf strukturelle Charakteristiken beziehen.

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Résumé On ne peut évaluer ni comprendre les réalisations d'un système éducatif en examinant uniquement l'output de ce système. C'est seulement lorsqu'on examine l'output par rapport aux buts, frais, revendications et besoins sociaux que les réalisations du système ainsi que les politiques qui les facilent, peuvent être évalués et analysés utilement. Les auteurs présentent et discutent quatre constructions — l'efficacité, le rendement, la flexibilité et la fidélité — qui lient l'output d'un système éducatif aux importants facteurs éducatifs, économiques, politiques et sociaux, influençant la formulation d'une politique éducative. Des indicateurs sociaux peuvent, en principe, contribuer à l'estimation du degré d'efficacité, de rendement, de flexibilité et de fidèlité qu'un système a manifesté; mais, compte tenu de plusieurs exceptions, les statistiques disponibles en éducation ne fournissent que des mesures indirectes de l'output du système, et presqu'aucune base pour estimer les facteurs politiques et sociaux, comme la flexibilité et le besoin social. On mentionne l'argument selon lequel les meilleures estimations de ces facteurs, dont on dispose actuellement, proviendront des planificateurs et autres experts capables de percevoir la façon dont le système, ou différents aspects de ce système, fonctionnent en rapport à ces constructions. On explique l'utilisation des quatre constructions en discutant comme example le statut actuel du système éducatif en Angleterre, République fédérale d'Allemagne, France, Italie et Suède, comme le perçoivent les planificateurs et les experts de ces pays. On mentionne des examples d'hypothèses liant ces quatre constructions à des caractéristiques structurelles.

     

Uncovering contents of mentor teachers' interactive cognitions during mentoring dialogues

In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was applied to uncover contents of mentor teachers' interactive cognitions, before and after training in supervisory skills. After training, mentor teachers demonstrate an increased awareness of their use of supervisory skills. This indicates that mentor teachers not only seem to emphasize pupil learning and needs when conducting a mentoring dialogue, but simultaneously focus on their own supervisory behaviour.     

Science Anxiety, Science Attitudes, and Gender: Interviews from a Binational Study

We conducted interviews with eleven groups of Danish and American students. The interview topics included gender and national components of science education, science anxiety, and attitudes toward science. The groups were science and nonscience students at the upper secondary and university levels, and one group of American science teachers who were students in a science enrichment program. The interviews revealed a variety of relationships between and among science attitudes, science anxiety, nationality, gender, and course of study. We also probed student attitudes toward constructivist versus traditional views of science.     

Self-directed professional development – Hope for teachers working in deprived environments?

Self-direction has been identified as a potential key to the success of professional development of teachers, especially those working in deprived environments. This paper develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions about using ICT in their own professional development. Grounded theory analysis suggests seven themes underlying such decisions making, in turn representing two major attractors of self-directed professional development. These were identified as classroom efficacy, i.e. the ability to teach effectively, and professional efficacy, i.e. the ability to relate effectively within the teaching profession. This paper explores the potential of using these attractors to stimulate self-directed professional development within formal professional development programmes especially in disadvantaged communities.     

Experienced teachers' informal learning: Learning activities and changes in behavior and cognition

In this study on 32 teachers' learning in an informal learning environment, we analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in behavior and learning activities. Changes in conceptions appeared to correlate with the activities obtaining new ideas, experimenting with new methods, and reflecting on why certain teaching methods seem to be effective and others not. Only one teacher became more ASL-oriented in both behavior and conceptions. The apparent variation in teachers' informal learning should lead to differentiated support for teacher learning in the workplace.     

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer’s theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection—cues guide attention to specific locations, (2) organization—cues emphasize structure, and (3) integration—cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented.     

The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations

Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans. Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the neural bases of learning by observation and imitation. These findings are discussed here, along with their potential consequences for the design of instruction, focusing in particular on the effectiveness of dynamic vs. static visualizations.