What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers

Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.     

Content integration as a factor in math-game effectiveness

In this study we focus on the integration of mathematical learning content (i.e., proportional reasoning) in game-based learning environments (GBLE). More specifically, two kinds of GBLEs are set up: an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core mechanics and structure of the gaming world. In the latter environment, the mathematical content is delivered through the parts of the game that are the most fun to play and embodied within the structure of the gaming world and the players’ interactions with it. Sixty-four vocational track students participated in the study, all of them working in either version of the self-developed GBLE “Zeldenrust”. The results of this study suggest that the way the content is integrated in a GBLE (i.e., intrinsically or extrinsically) matters: contrary to our expectations, students who played the extrinsically integrated game showed higher learning gains, motivational gains and perceived usefulness than students who played the game in which the content was intrinsically integrated.     

Identifying pathways of teachers’ PCK development

This paper describes a method of analysing teacher growth in the context of science education. It focuses on the identification of pathways in the development of secondary school teachers’ pedagogical content knowledge (PCK) by the use of the interconnected model of teachers’ professional growth (IMTPG).The teachers (n = 12) participated in a one-year action research project focused on their individual concerns related to teaching science. The use of the IMTPG revealed that teachers use different pathways of learning to develop different aspects of their PCK. For each PCK component, three distinct pathways could be identified, two of which clearly were associated with professional growth. When examining these two pathways in detail, it was found that (1) teachers learned about new instructional strategies and assessment methods mostly through literature reviews and discussions with peers and (2) teachers who analyzed and reflected on student learning as it happened in their classrooms developed understandings that helped them to select and apply instructional strategies to further promote student learning. Both the analytical method as well as the identification of the different developmental pathways help to better understand teacher development in the context of classroom practices.     

“3级5步”教学模式及其实践探索——以成都七中万达学校历史教学为例

有效课堂中有许多任务,而任务可以分解为三级不同层次的问题,不同层次的问题可采取三级不同的对话来解决,对话中有激烈冲突,冲突中有精彩生成,生成中有愉快体验,体验中有知识形成和能力生成.有效完成教学任务,实现课堂教学目标,往往都要通过“问题式导入、原生态表达、多维对话、创生性对话、反思性追问”五步.为此,成都七中万达学校提出了“3级5步”教学模式.该模式在全校初步实施后,对历史学科的教学产生了重要作用,教师的教学和学生的学习方式出现了双重转变.     

农村公共产品供给:现实挑战与发展选择

农村公共产品是具有非竞争性和非排他性,用于满足农村公共需要的产品。公共产品从理论上分析应该由政府提供,但由于混合产品的存在也为其他主体参与农村公共产品的供给提供了理论支持。现阶段,我国农村公共产品供给不容乐观,存在供给总量不足、供给主体失衡等问题。本文结合我国农业产业化发展的趋势,提出通过引入多元化主体、推动城镇化建设、健全农村金融市场、深化税费改革等措施构建农村公共产品有效供给机制。     

信息资源优化配置的效率研究

信息资源作为一种经济资源，在推动经济发展的过程中发挥着越来越重要的作用。由于信息资源具有稀缺性，因此必须对信息资源优化配置。围绕如何提高信息资源的配置效率，本文阐述了以下4个部分内容：基本概念的界定；信息资源配置效率的衡量标准；信息资源优化配置的内容；信息资源配置效率的实现。     

我国科技期刊开放存取（OA）出版状况及发展思路

开放存取出版是近年来逐渐流行并被倡导的出版方式，受其影响，我国科技期刊也逐渐通过网络将期刊论文信息进行了不同程度的开放，表现为浅层次开放、部分开放及完全开放三种情况，但与国际开放存取期刊的发展还存在很大差距，需要科技期刊出版界从思想上重视，并积极采取应对措施。     

人文社会科学教育的制度变迁效应研究

制度变迁是我国当前的重要背景,有效的制度变迁需要理性的制度行为人,以提高的制度变迁的效率。文章从人文社会科学教育与制度变迁的内在关系入手,发现人文社会科学教育可以通过提高制度行为人的理性程度以推动制度变迁,从而提出了人文社会科学教育的四种制度变迁效应:能力效应、信息效应、动力效应与资源配置效应。最后,对下一步的研究提出了两点启示。     

改进的求和生成器的密码分析

利用分别征服攻击、Chepyzhov提出的快速相关攻击以及代数攻击等3种算法对改进的求和生成器进行了密码分析,并分别给出了攻击算法的计算复杂度和所需要的密钥流的长度