A validation study of the Teacher Collaboration Assessment Survey

Although teacher collaboration is a school improvement imperative, it persists as an under-empiricized construct that has proven difficult to establish and assess with certainty. In this article, the authors present a validation study of the Teacher Collaboration Assessment Survey (TCAS). The TCAS operationalizes and measures 4 key domains of teacher collaboration: dialogue, decision making, action, and evaluation, and has been used to examine the quality of teacher teaming in district-wide comprehensive school reform efforts in the Northeastern and Mid-Atlantic regions of the United States. Five sources of validity evidence recommended by Standards for Educational and Psychological Testing (AERA, APA, & NCME, 1999 American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association. [Google Scholar]) are explicated, which establish a strong argument in support of the instruments' validity. The authors discuss how educational leaders and researchers can use the TCAS for leveraging teacher collaboration for instructional innovation and student achievement, and to systematically examine teacher teaming and its relationship to other educational outcomes.     

Modeling the impact of wilderness orientation programs on first-year academic success and life purpose

Wilderness orientation programs (WOPs) are becoming a popular method of encouraging college student retention and success. Previous studies have identified outcomes and correlates of participation in these programs, but a cohesive model of impact is lacking. The purpose of this study was to assess the impact of WOPs on first-year student success and sense of purpose. A secondary aim was to elucidate predictors and correlates of WOPs identified in previous research. Participants included 295 students at a liberal arts college. Results indicate that WOP participants demonstrated higher levels of first-semester social engagement and reflection, thus leading to higher grade point average, better retention and a higher sense of life purpose. WOP participation, however, had a negative direct influence on sense of purpose. These findings are discussed in light of previous research, presenting a preliminary model of WOP influence on first-year academic success.     

高职“进出口单据操作”课程的教学现状分析及建议

＂进出口单据操作＂课程的学习对于高职院校商务英语专业和国际贸易专业的毕业生从事进出口相关工作具有十分重要的意义。针对目前高职单证课程教学现状及问题,结合单据操作业务实际和高职教育特点,对＂进出口单据操作＂的教学提出一些看法和建议,以期改进课程的教学效果,提高教学质量。     

思想政治教师与高职学生人文素质培养探析

思想政治课教学是进行人文素质教育的主阵地。针对高职院校人学生人文素质教育存在的问题,思想政治课教师要树立人文素质教育的理念,提高自身人文素质,把人文素质教育渗透到课堂教学中,不断关注思想政治学科最新理论知识,来培养高职学生人文素质。     

第18届篮球世界杯16强球队的攻防实力评价

目的了解当今世界篮坛的竞争格局及各队的整体实力,为我国竞技篮球发展提供参考。方法运用文献资料法、录像观察法、TOPSIS法、RSR法等对第18届篮球世界杯16强球队的攻防技战术指标进行分析。结果与结论1)在进攻方面,塞尔维亚、美国2队的进攻进攻能力较强(>0.67);在防守方面,澳大利亚、阿根廷、美国、西班牙4队的防守能力较强(>0.719)。2)在攻防综合能力方面,根据RSR值的大小可以将16支球队划分为5档。3)在进攻指标上,得分、助攻、投篮命中率、三分命中数、被侵犯5项指标在不同档次球队间存在极显著性差异(p<0.01),进攻篮板、投篮命中数、三分命中率3项指标在不同档次球队间存在显著性差异(p<0.05)。4)在防守指标上,防守篮板、个人犯规、防守犯规3项指标在不同档次球队间存在显著性差异(p<0.05)。     

校园足球联赛品牌的构建

长期以来,校园足球联赛品牌形象的打造上始终难有起色,本文通过文献资料法和访谈法对校园足球联赛品牌的构建进行理论研究,为校园足球联赛品牌建设提供理论依据和参考模型,最终得出结论:校园足球联赛品牌构建的核心是联赛品牌文化、联赛品牌标识和优质联赛产品。校园足球联赛品牌构建离不开电视媒体、平面媒体、网络媒体、移动数字媒体、明星营销等媒体的公关与宣传以及对校园足球联赛品牌的保障。建议:各级政府应大力推进普及校园足球,解决家长和校长动力机制,改善足球教学训练环境,让更多的学校参与校园足球联赛是打造校园足球联赛组织者的当务之急;打造有效的联赛组织体系对联赛品牌进行运作和管理,形成系统的长期性的联赛体制。     

基于LabVIEW的信号处理技术应用演示及实验系统设计

介绍了信号处理技术应用演示和实验系统的设计思想,给出了系统的总体设计方案及部分设计案例.利用LabVIEW的图形化可视化编程优势,通过虚拟仪器来实现信号处理理论在实际中的典型应用(如:信号产生器、数字音响效果处理、声音信号的去噪、双音多频数字电话按键信号的产生与检测等).该系统一方面可辅助课堂教学,另一方面可作为虚拟实验平台供学生课后实验练习,使学生加深对信号处理理论的理解,激发学生的学习兴趣和创新意识,提高教学效果.     

巧用配积法推广一类初中数学竞赛题

1问题原解 题1已知实数a、b≠0,令 x=a/｜a｜＋b/｜b｜＋ab/｜ab｜. 则x的最大值与最小值的和是___．     

从信息技术文化的诠释推进课程改革

从信息的传播、人类信息技术的发展和信息技术的社会影响等方面诠释信息技术文化.从诠释中启示课程在内容呈现方式、实施的组织形式、学生学习行为和接受信息的途径、课程教学理念等上发生变革.     

校外教育与学校教育资源共享与互补机制研究——来自北京、昆明与满洲里三城市的深度访谈报告

加强校外教育机构与中小学校的合作,促进校内外教育资源的共享与互补.形成强有力的教育合力,是未成年人健康发展的需要.深度访谈表明,我国校外教育机构与中小学校的合作取得了初步成效,但还存在不少问题.文章在分析了影响校外教育与学校教育资源共享与互补的主要因素的基础上,提出了问题解决的对策与建议.