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。     

Comparison of the PPVT-R and WISC-R: A validation study with second-grade students

The present investigation compared the PPVT-R/WISC-R scores of a “normal” or “nonexceptional population,” as well as whether prior administration of either of these instruments affected scores on the other. Forty public school second-grade students served as subjects and were randomly assigned to one of four groups, with the order of test administrations determined by group assignment: WISC-R/PPVT-R (Form L): WISC-R/PPVT-R (Form M); PPVT-R (Form L)/WISC-R; PPVT-R (Form M)/WISC-R. The results indecate that, as with exceptional populations, normal school children tend to score lower on the PPVT-R than on the WISC-R. Scores from these two tests are moderately correlated, and prior adminstration of one of the instruments does not appear to alter scores on the other. Implications for practice are discussed.     

Why openness makes research infrastructure resilient

• Open research infrastructure provides the building blocks of scientific progress, which must be available to everyone, with no barriers to access.
• Organizations enabling open research infrastructure must endorse these fundamental principles: equity, value, trust, interoperability, sustainability, and community governance.
• Finding ways to invite co‐creation and community participation engenders a strong sense of ‘buy‐in’ and is therefore essential to developing successful research infrastructure.

     

The SES equity gap and the reform from modular to linear GCSE mathematics

This article addresses whether the introduction of end-of-course, linear General Certificate of Secondary Education (GCSE) examinations changed the socio-economic equity gap in England. The GCSE is a national examination offered in a wide range of subjects and taken by almost the entire 16-year-old age cohort. Between the years 2007 and 2014, it underwent a number of reforms to both the underlying curriculum and the examination structure. At the beginning of the period, examinations were primarily modular in structure where the course was decomposed into discrete units tested in a staged manner. By 2014, all GCSE examinations were linear and the whole course content was tested simultaneously when study was complete. These structural changes and the curriculum reforms mean that the impact of modular and linear testing on the performance of students has been the focus of recent interest. Some educational commentators suggested that modular examinations are more suitable for lower-performing students, including those with lower socio-economic status (SES). This research has been conducted to monitor the socio-economic equity gap in the light of the structural changes. It focuses on GCSE mathematics and concludes that, although there is still a clear gap in attainment between disadvantaged students and their peers, this gap does not seem to be exacerbated by the examination structure. In other words, the linearisation of GCSE mathematics is unlikely to have increased inequity between students of high and low SES.     

WHY INTENSIVE INTERVENTIONS ARE NECESSARY FOR STUDENTS WITH SEVERE READING DIFFICULTIES

This article reviews research related to intensive interventions within a Response to Intervention framework. We review the research from studies that provided different levels of intensity of intervention with the goal of establishing a case that movement through less intensive tiers of intervention may not be an effective and responsible approach to addressing the reading difficulties of some students, particularly those with significant reading difficulties or disabilities.     

Measuring Holocaust knowledge and its impact: A Canadian case study

This article examines the responses of some 1,500 Canadians to a public opinion survey on knowledge of the Holocaust, awareness of genocide, and attitudes towards discrimination and diversity. Based on one of the most detailed surveys conducted to date on Holocaust knowledge, the study found strong correlations between greater reported Holocaust knowledge and concern over genocide, as well as greater recognition of anti-Semitism as a societal problem. Greater reported Holocaust knowledge did not, however, correlate consistently with greater openness towards selected dimensions of diversity. This counterintuitive phenomenon can likely be attributed to what respondents have learned about diversity and the limits of the effect of Holocaust education in this regard. Hence, further research is required on the relationship between the two. Finally, going forward, a case is made for a global assessment of levels of Holocaust knowledge.     

The effects of strategic counting instruction,with and without deliberate practice,on number combination skill among students with mathematics difficulties

The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty) and site (proximal versus distal to the intervention developer) and then randomly assigned to control (no tutoring) or 1 of 2 variants of NC remediation. Both remediations were embedded in the same validated word-problem tutoring protocol (i.e., Pirate Math). In 1 variant, the focus on NCs was limited to a single lesson that taught strategic counting. In the other variant, 4–6 min of practice per session was added to the other variant. Tutoring occurred for 16 weeks, 3 sessions per week for 20–30 min per session. Strategic counting without deliberate practice produced superior NC fluency compared to control; however, strategic counting with deliberate practice effected superior NC fluency and transfer to procedural calculations compared with both competing conditions. Also, the efficacy of Pirate Math word-problem tutoring was replicated.