Graduate learning outcomes in science: variation in perceptions of single- and dual-degree students

The development of transferrable skillsets, articulated in statements of graduate learning outcomes, is emphasised in undergraduate science degree programmes. Science students enrolled in dual (double) degrees comprise a significant minority of Australian science undergraduates. Research comparing perceptions of single and dual degree students on their science learning outcomes has rarely been explored. The Science Students Skills Inventory was used to compare the perceptions of single (n = 640) and dual (n = 266) degree undergraduate science students. The instrument explored science graduate learning outcomes across six indicators: importance; the extent to which outcomes were included; the extent to which they were assessed; improvement; confidence; and likely future use. Analysis of findings, employing the planned–enacted–experienced curricula framework, offers insight into potential avenues towards coherence of the experienced curriculum by arguing the need for shared perceptions of graduate learning outcomes for single and dual degree science students. The key contribution of this study is a shift towards progressive curriculum development that draws on both single and dual degree student perspectives to achieve graduate learning outcomes. Recommendations include: whole-of-programmes curricular pathways premised on progressive development of learning outcomes that are inclusive of dual degree students, explicit interdisciplinary learning opportunities, and adoption of dual/single status as a demographic variable reported in future research.     

Home learning environment and development of child competencies from kindergarten until the end of elementary school

Literacy and mathematical competencies are essential for a successful school career and precursors of these abilities develop in kindergarten. In addition to children’s early cognitive abilities, family characteristics such as the socioeconomic status and the home learning environment (HLE) are predictors of early child competencies. However, few studies outside the US and the UK have analyzed long-term effects of the early HLE on child development, simultaneously considering various explanatory factors. In this longitudinal study, data of 920 German children were obtained in kindergarten some 18 months before school entry (child mean age: 4;10). At this point, precursors of reading, spelling and mathematics were assessed. In addition, parents were asked to complete surveys on family characteristics. Child assessments were repeated with standardized measures of mathematical and literacy abilities at the end of Grade 1 and in the middle of Grade 4 (child mean age: 9;9), the final grade in German elementary schools. In Grade 4, teachers were also asked to provide their recommendation for children’s secondary school track (“Hauptschule” for lowest secondary school track, “Realschule”, or “Gymnasium” as highest secondary school track). HLE was not only a good predictor of early abilities, but also directly predicted competencies at the end of elementary school when precursors, former academic achievement and child and family characteristics were controlled for. In addition, children living in more favorable HLEs were more likely to be recommended for higher secondary school tracks by their teachers.     

Leveraging Sunken Investments in Communications Infrastructure: A Policy Perspective From the United States

Bridging the digital divide between information and technology haves and have-nots has waned from the top of the national policy agenda in the United States during a time in which the sunken investments of the 1990s need to be leveraged. A national information network now exists yet this infrastructure--largely hardware--needs to be continually modernized and parlayed with commitments to building human capacity, developing relevant content, and scaling socially beneficial technology applications, such as telemedicine, in order to optimize these initial multi-billion-dollar outlays. This article makes the case that sidestepping public-private initiatives aimed at accelerating digital opportunity is imprudent, given the mounting empirical evidence highlighting the payoffs of information and communications technologies, when properly integrated and applied, especially in enhancing the life chances of underserved Americans. Policy next steps should advance the goals of expanding universal service initiatives, including hastening broadband deployment to homes and learning institutions, and deepening programs which leverage the utility of the existing infrastructure, such as expanding human-capital development, producing relevant content, and innovating socially beneficial technology applications.     

信息管理人才的信息素质教育

文章就信息管理人才的培养问题，论述了信息素质教育的目标，探讨了信息素质教育的基本内容及其特征，提出了实施信息素质教育的基本对策。     

‘Do you want me to translate this in English or in a better Mandinka language?’: Unequal literacy regimes and grassroots spelling practices in peri-urban Gambia

This paper presents a comparative ethnographic analysis of two versions of a grassroots text in Mandinka language, one written by a non-formally educated man, the other a respelling by a formally educated urbanite. The analysis points at a crucial difference in spelling practices and inequality in literacy regimes, i.e., between established orthographic English literacy and the more creative, heterographic and emergent local language literacy. It is shown how English orthography affects local ideologies of literacy as well as Mandinka spelling practices itself, in greater or lesser extent, depending on the educational history of the speller.     

"卓越计划"唤醒工程类学生专利信息素质教育

在教育部实行"卓越工程师教育培养计划"的背景下,加强工程类学生专利信息素质教育显得尤为必要。调查显示高校工程类学生专利信息素质欠缺或薄弱,而企业迫切需要既懂工程技术又懂专利的检索、分析和申请的复合型人才,借鉴国外经验,提出针对工程类学生的专利信息素质教育的课程设置、关键内容、教师队伍建设、学校政策支持等设想。     

建构主义视阈下大学生信息素养教育研究

大学生作为未来社会主义事业的建设者和接班人,必须适应信息化社会对于人的基本素质要求———具备良好的信息素养,大学生信息素养教育的实质是通过教育实践提高学生有效建构信息的能力。通过分析西方建构主义的基本流派基本理论及其主要观点,然后从信息意识教育、信息知识教育、信息技能教育和信息道德教育等四个方面探讨了大学生信息素养教育的对策。     

Assessing Outcomes: Practical Methods and Evidence

University counseling center clients’ (N = 52) perceptions of precounseling functioning were highly correlated with their actual well‐being scores at intake. The magnitude of change based on perceptions of precounseling functioning to current well‐being was approximately double of what is found from the difference of actual precounseling well‐being to current well‐being scores. Retrospective methods for assessing precounseling functioning are best suited for comparison among clients or counseling processes.     

Measures used in assessing outcomes of school‐wide positive behaviour support

School‐Wide Positive Behaviour Support (SWPBS) is increasingly becoming a popular approach to managing challenging behaviour in schools. However, several issues still have to be addressed facilitate successful implementation of this approach in schools. One of these issues pertains to the appropriateness of the different measures used to determine the efficacy of the approach. Because many schools are using indirect measures to assess the effects of SWPBS implementation, determining which measures more accurately reflect the effectiveness of the SWPBS components may increase the effectiveness of school measurement systems. The purpose of this study was to examine the measures used in evaluating the efficacy of positive behaviour support. The paper discusses the strengths and weaknesses of outcome measures regarding problem behaviour, prosocial behaviour, and implementation fidelity.     

浅析普通高校现代化教学中学生信息素养的培养简

当前世界正在经历一场革命性的变化。正在全球展开的信息和信息技术革命,以前所未有的方式对社会变革的方向起着决定作用,其结果导致信息社会在全球的实现。面对信息化社会的需求,信息素养更是高校学生“学会学习”及“终身学习”的必备素质。