论语序类型中“顺”与“逆”的相对性

跨语言对比研究表明：语序类型的差异性是人类语言差异性的一项重要内容和表现形式;在同一对比参数之下,有些语言之间就语序类型而言“志同道合”,有些则“分道扬镳”;在一些语言或方言中被认为是“顺”的语序类型,在另外一些语言或方言中则是“逆”的,反之亦然.     

Analysing proof-related competences in Estonian,Finnish and Swedish mathematics curricula—towards a framework of developmental proof

Many countries are revising their mathematics curriculum in order to elevate the role of proof and argumentation at all school levels and for all student groups. Yet, we have very little research on how proof-related competences are aimed to be developed in the mathematics curricula of different countries in Grades 1 to 12. This article contributes to filling this gap by analysing and comparing three countries’ curricula from the perspective of developmental proof. For this purpose, we created an analytical frame of proof-related competences that could be connected to the development of students’ understanding and skills concerning argumentation and mathematical proof. The analysis reveals three quite different trajectories with specific characteristics, shortcomings and strengths.     

基于文献计量的国内外信息与文献国家标准对比研究

认为对标准文献进行文献计量学分析,其结果可作为标准制修订、发布活动和标准化发展趋势的风向标。基于文献计量学的方法,对我国信息与文献领域的国家标准与发达国家的标准文献进行对比分析,以期为我国信息与文献领域未来的国家标准制修订工作提供决策依据。     

Civilisation and colonial education: Natal and Western Australia in the 1860s in comparative perspective

This paper examines how two Britons, working in Western Australia and Natal, respectively, engaged with ideas about the civilisation and education of Indigenous people. It is argued that concepts of civilisation were debated by missionaries, researchers and members of the public. Using the correspondence, publications and private journals of two educators, Dr Henry Callaway, Church of England missionary in Natal, and Ann Camfield, teacher in Western Australia, the paper draws attention to their respective approaches to education. Each contributed to broader imperial debates concerning the meaning of race in relation to educability. Education in both places, while connected to these global ideas, was also profoundly influenced by local context. ‘Civilisation’ and the ‘civilising mission’ may have been unifying goals for missionaries in different sites of Empire, but understandings of what civilisation should inculcate, or do, varied according to particular circumstances. These histories are best understood in transnational and comparative perspective.     

Educational neglect: Understanding 20 years of child welfare trends

Educational neglect is an understudied phenomenon that is difficult to define and also to address. While it is clear that attending to children’s academic needs is important to child development, few studies focus on educational neglect and therefore little is known about its associated risk factors and the outcomes following this form of maltreatment. The purpose of this research was to (a) determine the rate at which child welfare service providers investigate educational neglect in Canada and identify any trends in rates over time, (b) better understand educational neglect and its distinction from other types of neglect and truancy, and (c) understand how child welfare services respond to allegations of educational neglect. Data from five cycles of the Ontario Incidence Studies of Reported Child Abuse and Neglect were examined. A trend analysis was conducted followed by a mixed-method examination of educational neglect investigations. Results indicate that rates of investigated educational neglect in Ontario have been consistently low over time. However, these investigations are significantly more likely to be substantiated and to be transferred to ongoing child welfare services compared to investigations of other subtypes of neglect. Educational neglect investigations involving younger children are more likely to note risk factors for caregivers whereas those involving adolescents are more likely to note functioning issues for youth. The findings are discussed in relation to international trends in educational neglect and policy and practice implications are explored.     

Role of morphological awareness in biliteracy development: Within- and cross-language perspectives among Korean ESL learners in grades five and six

The study investigated the within- and cross-language contribution of morphological awareness (MA) to vocabulary and reading comprehension among students learning to read two typologically different orthographies at the same time: Korean and English. Fifty Korean ESL learners in grades five and six were administered Korean and English measures of MA (derivational and compound morphemes), vocabulary, and reading comprehension (narrative and expository texts), in addition to measures of phonological awareness (PA) and orthographic awareness (OA). Information about home language environment was also obtained from a parental questionnaire. Path analysis showed that MA was the most significant contributor to vocabulary (β = 0.33, p < 0.05) and reading comprehension (β = 0.46, p < 0.01) in English; and in Korean (β = 0.62 and β = 0.54, respectively, all ps < 0.01), controlling for effects of PA and OA. Unidirectional cross-language transfer was found from Korean MA to English vocabulary (β = 0.27, p < 0.05) and reading comprehension (β = 0.22, p < 0.05) and multiple determining factors are discussed. Educational implications and research recommendations are also presented.     

Are you looking to teach? Cultural,temporal and dynamic insights into expert teacher gaze

We know that teachers' gaze patterns affect student learning, that experts and novices differ in their gaze during teaching and that gaze patterns differ by culture in non-educational settings. However, teacher gaze research is limited to Western cultural contexts and largely to laboratory settings. We explored expert and novice teacher gaze in real-world classrooms in two cultural contexts: Hong Kong and the UK. Forty teachers wore eye-tracking glasses during teacher-centred activities. We analysed ‘communicative gaze’ (gaze during talking) and ‘attentional gaze’ (gaze during questioning). We compared static (i.e., aggregated) and dynamic (i.e., structural) measures across expertise and cultures. Expert teachers looked longer at students and showed greater gaze efficiency than novices did, during attentional and communicative gaze. Expert teacher gaze was also more strategically consistent. In terms of cultural differences, UK teachers displayed greater attentional efficiency whereas Hong Kong teachers displayed greater efficiency in their communicative gaze. Our research underscores the value of going beyond conventional static analyses for culturally sensitive gaze research.     

Aesthetic modernisation and international comparisons: learning about drawing instruction at the Paris Exposition Universelle of 1900

This article is concerned with an early phase in the history of educational comparisons in which international exhibitions played a major role as spaces for comparison. It looks at the educational exhibits at the Exposition Universelle in Paris 1900, and more specifically its exhibitions on drawing instruction. By following a central Swedish actor, Hjalmar Berg, and his ambition to modernise drawing instruction in Sweden based on his impressions at the exhibition, the article argues that the exhibition was a medium with the potential to promote aesthetic modernisation. Previous research has highlighted the world’s fairs as important arenas for the international comparison of education. This article is intended to contribute to this field by also exploring what these exhibitions meant on a national level.     

Optimization on bicriterion policies for M/G/1 system with second optional service

We compare the optimal operating cost of the two bicriterion policies, 〈p,T〉 and 〈p,N〉, for an M/G/1 queueing system with second optional service, in which the length of the vacation period is randomly controlled either by the number of arrivals during the idle period or by a timer. After all the customers are served in the queue exhaustively, the server immediately takes a vacation and may operate 〈p,T〉 policy or 〈p,N〉 policy. For the two bicriterion policies, the total average cost function per unit time is developed to search the optimal stationary operating policies at a minimum cost. Based upon the optimal cost the explicit forms for joint optimum threshold values of （p,T） and （p,N） are obtained.     

金融支持科技创新国际比较及路径设计

在对科技创新与金融支持理论进行回顾的基础上,通过科技创新金融支持的国际比较研究,对构建适合我国国情的科技创新金融支持安排进行了有益的探索。