The development of the classroom social climate during the first months of the school year

In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year.     

多级安全数据库推理通道综述

介绍了多级安全数据库系统中存在的推理通道,推理攻击的种类,推理通道的4种形式化描述方法。在此基础上,介绍了目前国内外最新的检测和消除多级安全数据库中推理通道的最新技术成果和未来研究热点与方向。     

Teacher feedback,disciplinary climate,student self-concept,and reading achievement:A multilevel moderated mediation model

Research has confirmed the importance of teacher feedback on student learning. The mechanism of how they are related, however, is not clear enough. In this study, we explored this relation with 60,501 fifteen-year-old students from collectivistic and individualistic cultures in PISA 2018. Importantly, we examined the possible mediating role of reading self-concept and the moderating role of disciplinary climate at both student level and school level in multi-level structural equation models (MSEM). Results demonstrated that the association between teacher feedback and reading achievement was significantly mediated via reading self-concept at student level across cultures, and this indirect effect was significant irrespective of the disciplinary climate level. Moreover, results showed that a positive disciplinary climate would facilitate the building of students’ reading self-concept which subsequently would enhance their reading achievement at school level. This study has important theoretical, practical, cross-cultural, and methodological implications for teacher feedback research and student learning.     

Metatheoretical perspectives on sustainability journeys: Evolutionary, relational and durational

Journeys to a sustainable future have become important to industry, government and research. In this paper, we examine evolutionary, relational and durational perspectives on sustainability journeys. Each perspective emphasizes different facets of sustainability - shifts in selection environments, reconfigurations of emergent networks, and intertemporal comparisons and contrasts. Drawing on our analysis, we discuss implications for sustainability policy, strategy and research.     

Young children working together. Cooperative learning effects on group work of children in Grade 1 of primary education

It was examined whether cooperative learning within the Success for All (SfA) program led to improved group work behaviour of Grade 1 pupils. 168 pupils of six SfA schools and 144 pupils of four control schools participated. Positive and negative group work behaviour was observed during a group task, taking into account socioemotional ethos, group participation, and type of dialogue. Longitudinal multilevel analysis was used for the sequence of observed 20-s time intervals. SfA groups showed more positive and less negative group work behaviour compared to control groups, whilst controlling for several group characteristics. Results suggest that negative group work behaviour increased gradually during the whole task in control groups, while in SfA groups it increased only towards the end of the task. The findings indicate that cooperative learning may lead to improved group work behaviour of young pupils (6–7 years old).     

Teacher enthusiasm and self-efficacy,student-perceived mastery goal orientation,and student motivation in mathematics classrooms

The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value.     

Batch process monitoring based on multilevel ICA-PCA

In this paper, we describe a new batch process monitoring method based on multilevel independent component analysis and principal component analysis （MLICA-PCA）. Unlike the conventional multi-way principal component analysis （MPCA） method, MLICA-PCA provides a separated interpretation for multilevel batch process data. Batch process data are partitioned into two levels： the within-batch level and the between-batch level. In each level, the Gaussian and non-Gaussian components of process information can be separately extracted.I^2 T^2 and SPE statistics are individually built and monitored. The new method facilitates fault diagnosis. Since the two variation levels are decomposed, the variables responsible for faults in each level can be identified and interpreted more easily. A case study of the Dupont benchmark process showed that the proposed method was more efficient and interpretable in fault detection and diagnosis, compared to the alternative batch process monitoring method.     

Do sports help students stay away from misbehavior,suspension, or dropout?

This paper explores whether high-school sports are functional and accessible activities to keep students from school disciplinary behaviors. For this purpose, we included students racial and linguistic status, socioeconomic status, sex, and prior academic performance with the school’s proportion of free-lunch recipients and minorities, to understand how sport participation affects students of diverse groups. Additionally, the study implemented a multilevel mediation modeling to the Education Longitudinal Study (ELS) data and assessed student dropouts with sequential mediators of sport participation, school misbehavior, and suspension. The findings of the study largely revealed that White students participated in sports more than Black, Hispanic, and Asian. Likewise, students who speak English as the primary language and male students participated in sports more than their counterparts. White sport participants displayed fewer incidents of suspension than White non-sport participants. Black, Hispanic, and White sport participants had lower dropout incidents than their non-sport-participating counterparts.     

Are all Pupils Equally Motivated to do Their Best on all Tests? Differences in Reported Test-Taking Motivation within and between Tests with Different Stakes

This study investigated changes in reported test-taking motivation from a low-stakes to a high-stakes test and if there are differences in reported test-taking motivation between school classes. A questionnaire including scales assessing reported effort, expectancies, perceived importance, interest, and test anxiety was administered to a sample of pupils (n?=?375) in 9th grade in direct connection to a national test field trial and then again to the same sample in connection to the regular national test in science. Two-level second-order latent growth modelling was used to analyse data. In summary, the results show a significant increase in reported test-taking motivation from the field trial to the regular test and a significant variability in test-taking motivation between classes.     

浅谈合作学习在高职英语分层次阅读教学中的应用

介绍合作学习的理论.阐述实施合作学习在高职英语分层次教学中的重要性,列举教学过程中运用合作学习的实例,指出合作学习在英语分层次教学中,能提高英语教学效果,培养学生的英语综合能力.