Capacity building to bridge data use and instructional improvement through evidence on student thinking

While schools and systems across the globe promote data-driven decision making, teachers often struggle to use data, especially from external assessments, to inform daily instruction. In this paper, we examine teacher capacity building for a less typical form of data use - evidence on student thinking. We draw on data from a longitudinal, in-depth qualitative study involving middle school math teachers who were engaged in an instructional improvement project. Findings show that data use occurred when evidence from student thinking was introduced as part of the instructional planning process. This shift was facilitated by an instructional coach whose capacity building efforts with teachers focused on coherence, specifically planning high quality instruction and using data effectively, while also meeting district pacing and unit planning goals. When teachers put new strategies into practice, feedback from formative assessment data allowed teachers to identify and address misconceptions in student thinking. Learning how to use data as part of instruction helped teachers build capacity to reflect on their own practice. Implications for theory, practice, and research are discussed.     

关于《财务管理》案例教学的几点思考

财务管理教学中采用案例教学法能取得独特的教学效果。案例教学法运用得成功与否,取决于案例的选取与组织,教师组织、引导的水平和学生准备的程度等。     

远程教育系统的分析及其主流模式的特征——论远程教育系统（一）

对远程教育系统的结构要素和功能特征进行分析，特别是对远程教育这类开放社会系统的两个主要的运行子系统：课程和学生子系统进行分析，并指出，以英国开放大学和中国广播电视大学为主要代表的独立设置的远程教学大学成为20世纪下半叶远教育发展的主流模式，进而论述了主流模式远程教育系统及其课程，学生，管理和后勤子系统的特征，。     

论大学生敬业精神的培养

敬业精神是做好本职工作的重要前提和可靠保障,当前用人单位对大学生的敬业精神提出了更高要求,而敬业精神的缺失成为制约当代大学生就业的瓶颈之一,如何通过社会熏陶、学校教育、大学生自身的修养等多种途径,培育时代所需的可用之才,是我们面临的一项重要任务.     

Student Engagement and School Burnout in Finnish Lower-Secondary Schools: Latent Profile Analysis

Self-ratings of behavioural engagement, cognitive engagement and school burnout were used in person-centred analyses to identify latent profiles among 2,485 Finnish lower-secondary school students. Three profiles were identified: high-engagement/low-burnout (40.6% of the sample), average-engagement/average-burnout (53.9%), and low-engagement/high-burnout (5.5%). Another sample of lower-secondary school students was used to validate the 3 profiles. The factors most strongly associated with the high-engagement/low-burnout profile of lower-secondary school students’ were high levels of support from teachers and family, good academic performance, and lack of truancy. The study indicated that teacher and family support and students’ academic achievement are pivotal in understanding student engagement and school burnout.     

实施《学生体质健康标准》测试结果的调查报告

通过对黄冈师范学院实施《学生体质健康标准》的测试结果进行分析与研究,旨在总结实施经验,了解学生的体质健康状况,发现问题,提出建议,以利于今后更好地全面贯彻执行《学生体质健康标准》,提高学生的体质健康水平。     

受助大学生与非受助大学生心理健康水平差异调查

经采用SCL-90问卷,对112名享受助学贷款的贫困大学生和479名非受助大学生的心理健康水平进行对照分析,结果发现:(1)享受助学贷款的贫困大学生在强迫症状和人际敏感两项因子的得分上显著高于非受助大学生,在中度以上心理问题发生率上这两类大学生无显著差异;(2)享受助学贷款的贫困大学生中女生在恐怖因子的得分上显著高于男生,在中度以上心理问题发生率上女生与男生无显著差异。     

Seven keys for implementing the self-evaluation,periodic evaluation and accreditation (AVA) method,to improve quality and student satisfaction in the Italian higher education system

This paper develops a theoretical framework that could facilitate the application of the Autovalutazione, Valutazione periodica, Accreditamento (AVA) method in Italian universities, trying to simplify the use of this approach, and to cover the existing gap between Italy and others European academic institutions. The new competitive environment in the academic system has created a reality where customers compare the ‘knowledge value’ that they are likely to receive in each academic institution. Quality in education is nowadays fundamental and student satisfaction is one of its main dimensions. There is an emphasis on service that meets the students’ needs and expectations, problem-solving processes based on facts, feedback systems and statistical methods and improvement of processes and systems by collaboration and involvement. Starting from 2013, all Italian universities are obliged by law to adopt the AVA method [Self-Evaluation, Periodic Evaluation and Accreditation], a system of activities carried out by the National Agency for the Evaluation of Universities and Research Institutes (ANVUR).     

Can Computer Use Hurt Science Achievement? The USA Results from PISA

A surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use was negatively associated with high student achievement in some countries. More specifically, the students from all three countries who indicated that they use computers in the classroom most frequently were those with the lowest achievement on the TIMSS in 1995. For the purpose of this study, a similar comparison was made for 15-year-old U.S.A. students, based on the data from the Program for International Student Assessment (PISA). The results of this study show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. For example, after controlling for the student's socioeconomic status in the United States of America, the results indicated that the students who used computers frequently at home, including for the purpose of writing papers, tended to have higher science achievement. However, the results of this study also show that science achievement was negatively related to the use of certain types of educational software. This indicates a result similar to that found in the TIMSS data, which might reflect the fact that teachers assign the use of the computer and of educational software to the lower achieving students more frequently, so that these students can obtain more personal and direct feedback through educational software.     

从国家助学贷款谈高校学生信用体系建设

贫困学生在我国高校学生中的比例一直较高,为保证每一个考上大学的学生不因家庭经济原因而辍学,政府和各高校都采取了多种措施,国家助学贷款就是一种。由于种种原因,国家助学贷款的受助比例一直较低。本文就此现状从大学生信用建设方面进行分析,以提高国家助学贷款的受助比例,使更多的大学生能圆大学梦。