高职院校大学生创业倾向的培养研究

结合具有良好创业倾向的高职大学生的特点,探讨以创业倾向培养为先导,以创业文化氛围为诱导,以创业课程体系为支撑,以创新创业师资队伍为保障,以创业园孵化平台为依托的"五位一体"的高职院校大学生创业倾向的培养模式。     

Transition planning and writing instruction: the effects of a brief intervention

This study used a multiple probe design across behaviours to determine if four high school students with learning disabilities could plan post‐school transition goals using a modified GO 4 IT … NOW! intervention while learning essential paragraph and essay writing skills. The results of this study indicate a functional relationship between the intervention and increased writing skills needed for high‐stakes testing and increases in students' knowledge of transition planning. During baseline, students produced extremely short essays and did not include essential paragraph elements. After instruction, students wrote longer compositions and included more details, and paragraphs contained more paragraph elements. All participants increased essay quality during the intervention as measured by the rubric used to evaluate end‐of‐instruction writing prompts.     

E‐portfolios in teacher education 2002–2009: the social construction of discourse,design and dissemination

This paper reports on a study of the experiences of teacher educators in the introduction and development of e‐portfolios over an eight‐year period from 2002 to 2009 at a Swedish university. The study was conducted with 67 teacher educators in order to investigate how e‐portfolios have been discussed, designed, used and disseminated during this period. Research methods involved 25 narrative interviews and a questionnaire that was completed by 42 participants. The theoretical framework of Basil Bernstein, particularly his concepts of classification, framing, educational codes and pedagogical devices, was used to analyse the data. The paper presents a discussion of the contextual circumstances in relation to classification, framing and codes that affect the social construction of e‐portfolios. The results point to parallel processes resulting in a variety of discourses and designs of e‐portfolios and highlighting the importance of the social construction of e‐portfolios across the teacher education faculty, rather than merely their implementation.     

An Empirical Study of Geahigan's Inquiry Model in Learning Art at Senior Secondary School Level

The philosophical foundation for teaching art criticism in schools has been dominated by formalist and expressionist aesthetics, while from a practical point of view it has been influenced by art criticism models that emphasise observation and linguistic practices. Instead of asking students to observe an artwork and make verbal or written statements, George Geahigan proposed an inquiry‐based art criticism learning model that engages students in personal response, research, and aesthetic concept and perceptual skill acquisition activities. Using inquiry‐based art criticism as a foundation for curriculum development and connecting the model to authentic situations in schools, the present study investigated the effectiveness of the model on student learning. Fifteen secondary school teachers were invited to participate. Eight teachers taught the experimental group (n=85) with inquiry‐based curriculum plans and the other seven teachers taught the control group (n=82) with their own school curriculum plans. Students of both groups were asked to write an art criticism essay before and after the implementation of the curriculum plans. The results demonstrated that the overall improvement of the experimental group after one academic year was significantly greater than that of the control group. This article reports on the theoretical framework, methodology and results of the study. It was found that the inquiry‐based approach was a successful strategy in improving students’ skills in analysing, judging and using aesthetic and contextual knowledge in art criticism writing. The discussion focuses on the improvements that were made in the art criticism essays of the experimental group.     

Outcomes from building system courseware for teaching and testing in a discipline-based human structure curriculum

This study investigated the educational benefits of system-based lecture notes and interactive learning objects in a peripheral nervous system component of a traditional first-year medical school human anatomy course. The impetus for the investigation was anecdotal evidence suggesting enhanced learner satisfaction with the learning resources. Retrospective review of existing data from 2006 to 2009 was undertaken to quantify (1) the effects of Web-based system courseware on examination item performance, and (2) differences among learner opinions regarding the benefit level of the five different types of interactive learning objects as evaluated by instructional design questionnaires. Interactive patient-based case studies (IPCS) and review games (Games), simulated interactive patients (SIP), flashcards, and unit quizzes (Quizzes) developed in-house have been peer-reviewed and published in MedEdPORTAL. Statistics included one-way analysis of variance, Tukey's post hoc test, and power meta-analysis (d). Examination item analysis scores remained significantly higher (P ≤ 0.05; d = 0.3938) for learners receiving the instructional treatment incorporating system-based lecture notes and interactive learning objects than for those not receiving this treatment. Using questionnaires with a five-point Likert scale, students reported favorably on the benefit level of all learning objects. They rated the SIP and IPCS significantly higher (P ≤0.05) and games significantly lower (P ≤ 0.05) than in previous years, indicating a change in learner preferences. This study reaffirms that online system-based instructional techniques improve student examination performance and overall student satisfaction. Learners indicated stronger preferences for SIP and IPCS over exercises encouraging passive memorization of anatomical content.     

Anger Management Using a Cognitive‐behavioural Approach for Children with Special Education Needs: A literature review and meta‐analysis

This review examines the use of a cognitive‐behavioural approach to anger management in children with special needs in community settings. Eighteen experimental studies involving a total of 408 children were located. The participants were mainly of high school age, with an IQ above 80, and with behavioural or emotional disorders. A moderate effect was observed for improvement in the three dimensions of anger: behaviour, cognition and emotion – although conclusions need to be very tentative. The interventions employed varied greatly in their characteristics and there were concerns about the quality of many studies. Further research is needed to investigate the interaction between intervention features and participant characteristics.     

Mentoring and the emotions

Drawing on data from nine secondary school mentor teachers, the authors explore the emotional aspects of mentoring. Embracing a view of ‘cool’ professionalism, the mentors hid from their interns the intensity and complexity of their work as mentors. The authors argue that to maximize the value of mentoring neophyte teachers should be given a glimpse into its difficulty as part of engaging in rich conversations about teaching and learning.     

Report on the 1984 conference on gender and communication research

This essay maintains that a major shift has occurred in how Kenneth Burke explains symbol‐using. While previously viewing rhetoric as predominantly epistemic, since 1968 Burke has examined human communication as both ontological and epistemic. It is further posited that Burke's conception of symbol‐using is now dialectical, with both ontological and epistemic perspectives simultaneously cast as governing the symbol‐using process. Implications of this epistemic‐ontological view of symbol‐using are outlined for the functions of rhetoric, understanding of Burke's theory of communication, the long‐term effectiveness of Burke's concepts and methods, the literal functions of symbol‐using, the study of mediated communication, reconceiving the definition of a symbol, and for ideological and postmodern criticism.     

Associations between students' perceptions of classroom environment and academic efficacy in Australian and British secondary schools

Often, when an evaluation is needed, there is always a tendency to jump into data collection without first considering what might be already available. This paper demonstrates how an existing student database from a large school district could be used to provide some rigorous evidence regarding the impact of a supplementary teacher professional development programme on student achievement. Randomization was not possible in this study but to ensure rigour, matching of the treatment and the comparison groups was done on variables that were considered highly predictive of future achievement. The two groups were matched at the class level on course type, grade level and prior achievement. Next, hierarchical linear modelling was used to further control for selection bias between the two groups. According to the statistical theory on selection bias, this two‐part process of matching and modelling removes all the observed bias. This illustration shows that performing a rigorous quasi‐experimental study is possible in education even when there are limiting circumstances to conducting a randomized experiment.