解决分布式需求的内在冲突

2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。     

Learning Strategies Training

A learning strategies program emphasizing primary (text-oriented), and support (affective) strategies was evaluated. Participants were given training in one of two sequences: primary-support or support-primary. A no-treatment group served as a control. In general, the results revealed that strategy training significantly improved performance on both text-processing and self-report measures. The primary-support group typically scored higher than the support-primary group on the text-processing measures. Conversely, the support-primary group reported more positive responses on the self-report measures. Long-term follow-up results are also presented.     

What Is Measured Is Treasured: The Impact of the No Child Left Behind Act on Nonassessed Subjects

In this article, the author reports the results of a national survey taken by state assessment directors on the impact of No Child Left Behind on nonassessed subjects between the years 2001-5. Results indicate that during this time, statewide assessment of science and writing increased whereas it decreased in the social studies, arts and humanities, listening, and technology and computers. Four themes emerged when survey takers queried participants about the impact of No Child Left Behind on nonassessed subject areas. First, reduction of resources and time for nontested subject areas was evident. Second, curriculum integration of nontested subject areas into the tested subjects increased. Third, alignment of curriculum and assessment with state standards increased. Fourth, several state assessment directors relayed they observed no impact.     

The reading–science learning–writing connection: Breakthroughs,barriers, and promises

This article establishes a broad framework from which to interpret and evaluate the reading–science learning–writing connection. The presentation of breakthroughs, barriers, and promises is intended to outline the established links between, to identify current bottlenecks in thinking about, and to highlight productive inquiries into, print-based languages and scientific understanding. The ideas presented come from various disciplines connected to science education. The ideas are meant to be informative, provocative, integrative, supportive, and without hidden agenda.     

The Welfare to Work Transition in the United States: Implications for Work-Related Learning

This paper summarizes the legislation upon which the current welfare-to-work transition in the United States is based and describes characteristics of the former welfare population from which various tiers of employment options have emerged: unsubsidized-employed workers, subsidized-employed workers, subsidized-unemployed recipients, and unsubsidized-unemployed individuals. It also discusses current program emphases, and presents a format for directions for future program development which includes academic programs, situated cognition programs, integrated literacy/occupational skills programs, and integrated literacy/soft skills training.