Instrumentality,Expressivity, and Relational Qualities in the Same‐Sex Friendships of College Women and Men

Using the relational–cultural model (Jordan, Kaplan, Miller, Stiver, & Surrey, 1991), the authors hypothesized that instrumentality, expressivity, and the individual affective experience of same‐sex friendships would predict increased relationship mutuality, with college women and men showing different predictive patterns. Overall, results supported the hypotheses. Gender moderated the associations among variables, notably between mutuality and individual affective experiences of same‐sex friendships. Implications for counselors serving college student populations are discussed.     

The effect of perceptual fluency on overcoming the interference of the More A-More B intuitive rule among primary school students in a perimeter comparison task: the perspective of cognitive load

European Journal of Psychology of Education - Recent research has shown that reducing the perceptual fluency of shape processing can be an effective means for overcoming the interference of the...     

Exploring the directed h-degree in directed weighted networks

Most networks in information science appear as weighted networks, while many of them (e.g. author citation networks, web link networks and knowledge flow networks) are directed networks. Based on the definition of the h-degree, the directed h-degree is introduced for measuring both weighted networks and directed networks. After analyzing the properties and derived measures of the directed h-degree an actual application of LIS journals citation network is worked out.     

Model Breaking Points Conceptualized

Current curriculum initiatives (e.g., National Governors Association Center for Best Practices and Council of Chief State School Officers 2010) advocate that models be used in the mathematics classroom. However, despite their apparent promise, there comes a point when models break, a point in the mathematical problem space where the model cannot, or arguable should not, be used. In this work, we explore the breaking point of the chip model for integer subtraction and the area model for fraction addition. Breaking is inevitable—either because no one model is robust enough to be applicable in a very large problem space and/or because the modifications required to keep the model functioning weaken or even eliminate its benefits. While models are often intended to serve as visual illustrations or embodiments of a concept, adaptions at the model breaking point can turn model use into nothing more than executing the graphical analogue to a not-well-understood procedure. The act of identifying model breaking points illuminates the affordances and constraints of the model. This provides students a unique opportunity to discriminate across mathematical models to develop a meta-level understanding of the relationship between models and the mathematics those models are intended to support.     

Facing up to the challenge: why is it so hard to develop graduate attributes?

Debate continues regarding the nature and desirability of graduate attributes, driven partly by stakeholder expectations that universities will prepare employees for the knowledge economy and partly by higher education academics and learning specialists. While universities appear to have accepted their new vocational role, there is considerable confusion over how these things – graduate skills, attributes or capabilities – should be defined and implemented. Conceptual confusion combined with a range of external pressures and internal management issues have the potential to derail this important project. To date, stakeholders such as government and business, as well as universities have seriously underestimated the kind of cultural, institutional and policy changes required to implement the graduate skills agenda. This paper outlines the issues that will need to be addressed by the higher education sector if universities are to play a proactive rather than reactive role in shaping this agenda.     

Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction

The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test.     

The Difficulty of Teacher Dispositions: Considering Professional Dispositions for Preservice English Teachers

This article explores the place of teacher dispositions in English teacher preparation by contextualizing the issue of dispositions in English teacher preparation. This allows consideration for the importance of developing professional dispositions during English teacher preparation by recognizing that various stakeholders (teacher educators, university supervisors, mentor teachers, and preservice teachers) in teacher education often understand dispositions differently. The authors reflect and offer suggestions on how professional dispositions might be more effectively addressed in an English teacher education program through richer interactions among all stakeholders.     

面向数据智能和知识发现的图书情报学跨界拓展——数据—学术—创造整合论

本文在数据驱动与知识整合研究视野中,依据Web of Science收录文献的学科分布数据,指出图书情报学尚不是智库和大数据研究的核心学科,进而思考图书情报学跨界拓展的有效方向。以逻辑分析法发现在DIKW概念链上统合数据智能和知识发现作为有效方向的合理性,提出在数据智能和知识发现交互作用下图书情报学跨界拓展三大重点:①面向知识发现的数据智能,②=2\*GB3融通数据智能的知识发现,③=3\*GB3学术评价综合应用。建议发挥图书情报学在“软科学、硬技术”分界中的核心比较优势,以数据智能和知识发现形成图书情报学跨界拓展特色方向,整合为数据—学术—创造（DAC）。图4。表1。参考文献18。     

测量学术贡献的关键词分析法探析

语言作为逻辑思维和推理工具,其基本要素是语词。重要语词映射成概念,核心概念建构知识,而知识演进促成学术发展。本文以学术文献中的