学术用途英语(EAP)语篇体裁分析的框架探讨

从学术用途英语(EAP)语篇体裁的实际应用的重要性等出发,梳理目前EAP研究的现状,发现目前EAP的理论研究忽视了语篇体裁分析的功能性,而教学研究的功能兼容性差的特点;构造由学术体裁的语篇结构模式、学术语篇体裁结构的功能分析、学术语篇体裁的文体特征分析、学术语篇体裁的应用构成的EAP语篇体裁分析框架;从师资培养、处理好...     

Math Fluency: Accuracy Versus Speed in Preoperational and Concrete Operational First and Second Grade Children

Cognitive abilities as well as math fluency play an important role in mathematical skills. Understanding the relationship between cognitive abilities and mathematical skills is imperative to teaching effective arithmetic skills. The present study aimed to investigate the relationship between cognitive ability and math fluency with 38 first and second grade elementary aged children. Results demonstrate that preoperational children lacked the speed of concrete operational children but achieved comparable levels of accuracy when completing arithmetic problems.     

Troubling the concept of the ‘academic profession’ in 21st Century higher education

Concern has been expressed about the vulnerability of the ‘academic profession’ as a consequence of threats from productivism, managerialism and the like (Beck and Young, Br J Sociol Educ 26(2):183–197, 2005). I question the apparent self-understanding of academe as a profession. Referring to thinking from higher education (Barnett, High Educ 40:409–422, 2000a; Educ Phil Theor 32(3):319–326, 2000b; Realizing the University in an age of supercomplexity, 2000c; Stud High Educ 25(3):255–265, 2000d; Lond Rev Educ 2(1):61–73, 2004a; Piper, Are professors professional? The organisation of University examinations, 1994; Taylor 1999), and from the sociology of the professions (in particular Evetts, Int J Sociol Soc Policy 23(4/5):22–35, 2003a; Int Sociol 18(2):395–415 2003b; Curr Sociol 54(1):133–143 2006a; Curr Sociol 54(4):515–531, 2006b), I propose that significant shifts in self-understanding and practice are needed for academe to claim a social role as a ‘profession’.     

Research and teaching cultures in two contrasting UK policy contexts: Academic life in Education Departments in five English and Scottish universities

The paper explores academic staff and departmental research and teaching cultures in the Education Departments of five universities in Scotland and England, countries with increasingly diverging public policies in respect of education. The relationship between research and teaching, how the purposes of universities are defined and the status of research in Education are current UK higher education policy preoccupations. Data is drawn from interviews with 40 academics, observation of department settings, documentation and websites. The analysis draws on the work of Bourdieu, considering the changing habitus of individual academics, their departmental and academic subject context and the forms of symbolic capital now required in Scottish and English Education departments in response to new policies affecting their academic field. The paper also utilises recent literature on the research–teaching relationship. The career trajectories of respondents, their habitus and the forms of symbolic capital that they bring to academic life are examined, as are the extent to which the teaching and research cultures in each of the five departments studied mirror each other and whether these also reflect the two different policy contexts. The themes how academic cultures are shaped and research/teaching connections viewed have international as UK relevance.     

Academic self-efficacy and academic self-concept: Reconsidering structural relationships

The current study investigates (1) whether academic (e.g. math) self-efficacy and academic self-concept represent two conceptually and empirically distinct psychological constructs when studied within the same domain, (2) the nature of the relationship existing between both self-constructs, (3) their antecedents, and (4) their mediating and predictive qualities for background variables such as gender and prior knowledge and outcome variables such as math performance, math interest, and math anxiety. Results indicate that (1) math self-efficacy and math self-concept do indeed represent conceptually and empirically different constructs, even when studied within the same domain, (2) students' academic self-concept strongly influences their academic self-efficacy beliefs, (3) academic self-concept is a better predictor (and mediator) for affective–motivational variables, while academic self-efficacy is the better predictor (and mediator) for academic achievement. These findings underpin the conceptual and empirical differences between both self-constructs as suggested by Bong and Skaalvik [Bong, M., &; Skaalvik, E.M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15, 1–40.].     

Organizational culture,values, and routines in Iranian medical schools

In Iran, restructuring of medical education and the health care delivery system in 1985 resulted in a rapid shift from elite to mass education, ultimately leading to an increase in the number of medical schools, faculties, and programs and as well as some complications. This study aimed to investigate views on academic culture, values, and routines held by faculty members. A nation-wide survey conducted in six public medical schools in Iran. The research findings show weak organizational culture and values, together with routine behaviors sensed as a negative and low satisfaction with academic leadership. The research evidence suggests bureaucracy, politicization, conservativeness, and centralization as common features of medical schools in Iran and also suggests suitable supervisory skills to tackle the tension between governmental management and academic leadership with cultural changes, the creation of new values, and adoption more efficient routines.     

The role of ethnicity in the attainment and experiences of graduates in distance education

In the UK, the attainment of White graduates (as measured by the class of honours that they have been awarded) tends to be higher than that of graduates from other ethnic groups. This is apparent, in particular, in graduates who have taken courses by distance learning with the Open University. Analysis of data from Open University graduates over three successive years yielded no evidence that the latter trend could be attributed to confounded demographic variables. A postal survey found little variation in perceptions of academic quality or reports of personal development among Open University graduates from different ethnic groups. Quantitative variations in the attainment of graduates from different ethnic groups are not necessarily reflected in qualitative variations in their experience of distance education.     

Play to win! Using games in library instruction to enhance student learning

Research has shown that educational games can have positive impacts on student learning and motivation. The success of a game played in a library instruction class depends on the type of game selected, the development of learning outcomes, and the flexibility of the librarian during class. This article explains the benefits to students and librarians of using games, discusses the development and use of a Jeopardy-style game, and provides practical tips for librarians interested in developing and incorporating games into one-time library instruction sessions.     

刍议如何提高高校学术期刊的办刊质量

针对高校学术期刊在信息化社会中所面临的各种挑战和机遇,从编辑人才培养、编委会成员构成、编辑部工作网络化等方面,讨论高校学术期刊现状,提出提高高校学术期刊办刊质量的几点建议.     

大学图书馆创新发展探析

文章以图书馆的转型发展与高等教育的快速发展为背景,从公共空间、文化自觉、服务重塑以及智慧图书馆四方面对新时期大学图书馆的创新发展进行了系统探析。参考文献16。