An Exploration of the Relationship Among Teacher Efficacy,Collective Teacher Efficacy,and Goal Consensus

This study explored the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Participants included 113 teachers of a high school located in the southwestern USA. During a teacher inservice meeting, teachers completed three surveys that measured the variables under study. Correlational and regression analyses were performed to examine the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Collective teacher efficacy was found to be correlated with all of the other variables examined, but was most highly correlated with goal consensus/vision. Individual teacher efficacy, while related to collective teacher efficacy, was not found to be related to goal consensus/vision. Findings from this study suggest that, because individual teacher efficacy, collective teacher efficacy and goal consensus/vision are related, changing one could have an impact on the others. This revised version was published online in July 2006 with corrections to the Cover Date.     

略论休克尔(4n 2)规则与有机物芳香性判别

本文就如何应用休克尔(4n 2)规则,方便、快速、准确地判别稠环、离子和富瓦烯等复杂体系的芳香性、进行了一些探讨,拓宽了休克尔(4n 2)规则的应用范围.     

新疆对外贸易与经济发展相互关系研究

对外贸易是经济增长的“发动机”,许多国家和地区通过时外贸易来推动国家和地区经济发展。新疆对外贸易验证了与经济发展的互动关系,我区应大力发展对外贸易,带动经济增长。     

Validating a computerized scoring system for assessing writing and placing students in composition courses

How do scores from writing samples generated by computerized essay scorers compare to those generated by “untrained” human scorers and what combination of scores, if any, is more accurate at placing students in composition courses? This study endeavored to answer this two-part question by evaluating the correspondence between writing sample scores generated by the IntelliMetric™ automated scoring system and scores generated by University Preparation English faculty, as well as examining the predictive validity of both the automated and human scores. The results revealed significant correlations between the faculty scores and the IntelliMetric™ scores of the ACCUPLACER™ OnLine WritePlacer Plus test. Moreover, logistic regression models that utilized the IntelliMetric™ scores and average faculty scores were more accurate at placing students (77% overall correct placement rate) than were models incorporating only the average faculty score or the IntelliMetric™ scores.     

课堂辅助式点播专家答疑系统的设计与实现

本文针对高校教学中普遍存在着课堂教学辅导不足的情况,从实际教学需要出发,系统论述了课堂辅助式点播专家答疑系统所依据的理论基础,并从开发环境的选择、系统功能设计与解析以及系统的技术实现和运行状况测试等几个方面阐述了系统的开发过程。     

大学生强迫症症状学的研究

采用“SCL－90”症状评定量表和“16PF”测验，对部分在校大学生进行整群抽样，结果表明大学生强迫症状以轻度为主。强迫症状可以分为三类：“人格性强迫”、“疑虑性强迫”和“精神病性强迫”。强迫与抑郁呈较高相关（r＝0．621），其人格特质与正常者在“乐群”、“稳定”、“敢为”、“有恒”、“世故”、“忧虑”、“自律”、“紧张”等方面有显著性差异。     

晶体结构与几何知识

本文以如何应用数学中的几何知识解决化学中的晶体结构类试题为例,说明数学是解决化学中诸多问题的工具。提出晶体结构类试题因其题型的特殊性,在解决时经常要应用到几何中的正弦定律、余弦定律、空间向量、体积计算等数学知识。     

国家教委“九五”课题:残疾儿童随班就读效果评估研究

残疾儿童的个体差异较大，如何确定并保证残疾儿童的学习潜能在普通课堂上得到充分的开发，需要引起学校、家庭、社会及教、科研工作者的高度重视，需要建立一套系统的评估残疾儿童随班就读效果的指标体系。本文旨在通过对随班就读评估的目的、评估内容、评估方法和成果的分析报告，达到“本课题研究的开题目的，同时也向人们阐明对残疾儿童随班就读效果评估的必要性和紧迫性。