艺术院校健美操选修课对学生体育能力培养的研究

通过对艺术院校健美操教学的实验研究,采用文献资料、调研、访谈、归纳分析等方法,探讨如何在健美操教学过程中,通过教学改革和教学手段培养学生对健美操的兴趣和爱好,从而提高学生的学习能力。     

以能力为本位提高高职英语教师素质研究

高职英语教育的人才培养过程中教师的角色举足轻重,教师的素质是影响教学质量的关键因素。本文从能力为本位的教育理念,提出发展英语教师＂双师型＂素质,全面提高英语教师素质。     

The impact of peer achievement and peer heterogeneity on own achievement growth: Evidence from school transitions

This paper estimates ability peer effects on achievement growth in reading and math. It exploits variation in peer characteristics generated at the transition from primary to secondary school in a sample of Berlin fifth-graders. As will be discussed in detail, this variation is exogenous in large parts. Results are similar for both achievement measures: pupils benefit from abler peers, but high-achievers do so to a smaller extent. The variance in peer skills has no impact on achievement growth – the corresponding estimates are negative, but insignificant.     

Development and Validation of a Multimedia-based Assessment of Scientific Inquiry Abilities

The potential of computer-based assessments for capturing complex learning outcomes has been discussed; however, relatively little is understood about how to leverage such potential for summative and accountability purposes. The aim of this study is to develop and validate a multimedia-based assessment of scientific inquiry abilities (MASIA) to cover a more comprehensive construct of inquiry abilities and target secondary school students in different grades while this potential is leveraged. We implemented five steps derived from the construct modeling approach to design MASIA. During the implementation, multiple sources of evidence were collected in the steps of pilot testing and Rasch modeling to support the validity of MASIA. Particularly, through the participation of 1,066 8th and 11th graders, MASIA showed satisfactory psychometric properties to discriminate students with different levels of inquiry abilities in 101 items in 29 tasks when Rasch models were applied. Additionally, the Wright map indicated that MASIA offered accurate information about students’ inquiry abilities because of the comparability of the distributions of student abilities and item difficulties. The analysis results also suggested that MASIA offered precise measures of inquiry abilities when the components (questioning, experimenting, analyzing, and explaining) were regarded as a coherent construct. Finally, the increased mean difficulty thresholds of item responses along with three performance levels across all sub-abilities supported the alignment between our scoring rubrics and our inquiry framework. Together with other sources of validity in the pilot testing, the results offered evidence to support the validity of MASIA.     

The male–female gap in post-baccalaureate school quality

Women are less likely than men to earn degrees from high quality post-baccalaureate programs, and this tendency has been growing over time. I show that, aside from the biomedical sciences, this cannot be explained by changes in the type of program where women tend to earn degrees. Instead, sorting by quality within degree program is the main contributor to the growing gap. Most of this sorting is due to the initial choice in which program type to apply to. No gender differences in selection with respect to ability or program quality arise as students progress through the admissions, enrollment or persistence choices.     

以释义为手段促进高级英语教学

在《高级英语》教学过程中,非常重要的一个环节就是对于课文的释义(paraphrasing),也是每一课的重点及难点。释义的环节直接影响到学生对于段落及篇章的理解程度,也会不同程度地提高学生语言表达能力和写作能力。有效地使用这一教学方法,对于提高学生的理解力和语言应用能力有较大的促进作用。     

中外优秀男子跳远运动员起跳效果差异致因的研究

通过中外优秀男跳远运动员起跳技术特征的对比分析,对导致中外运动员起跳效果差异的原因进行了探讨。我国运动员起跳支撑缓冲能力差、起蹬时机晚、摆动速度小是主要致因。     

Academic tracking is related to gains in students' intelligence over four years: Evidence from a propensity score matching study

Ability grouping or tracking during secondary schooling is widespread. Previous research shows academic track schools are more successful than non-academic track schools in teaching mathematics, reading and foreign languages. Reasons include a more favorable student composition and higher instructional quality. However, there is less evidence that between track differences are even large enough to differentially affect the students' cognitive development. We used data from a large Hamburg panel study to test this hypothesis (N = 8628). By employing several propensity score matching algorithms we formed parallelized samples of academic track and either non-academic track students or comprehensive school students. After four years of tracking, academic track students showed considerably higher intelligence scores than their counterparts at the non-academic tracks and slightly higher scores than students at the comprehensive schools. Our results underline the importance of a cognitively stimulating learning environment in school to support students' cognitive development.     

General and Specific Factors in Reading Comprehension

One explanation for why many students routinely choose to do their homework with a radio or TV operating is that this distraction facilitates studying. To investigate the validity of this explanation, the authors carried out two experiments with sixth-grade students who worked on two difficulty levels of individualized mathematics assignments (N = 12) and reading assignments (N = 9) under three distraction conditions: quiet; self-selected, self-regulated radio; and self-selected, self-regulated TV. The data yielded no evidence of sizable distractor effects on students' time spent studying, computational accuracy, reading comprehension, or reading rate. These results generally are consistent with the theoretical conceptualization of attention as flexible and adaptable.     

计算机专业实践教学改革的思考

针对目前高等院校计算机专业实践教学中普遍存在的问题,提出了重视实践教学的重要意义,改革实践教学的方法与措施,以提高实践教学的质量,培养出综合素质较高、适应市场需要的应用型人才。