英国学位学徒制利益相关者的角色定位与启示

学位学徒制计划自提出以来,便为英国本土培育了大量高层次技术技能人才.英国学位学徒制取得较为明显的成效,主要原因在于各利益相关者博弈后实现了集体性生存和互惠性发展,即政府通过对学位学徒制的强力推行,促使雇主(企业)和大学深度合作,共同完成学徒的"选用育",让学徒成为义务履行后最直接的受益者.我国可借鉴其经验,调动利益相关者的积极性,增强企业参与育人的活力,重视高校在现代学徒制实践中的质量保障作用,促进职普教育的有效衔接和等值互换.     

Assessment for Learning of Design Teamwork Skills

This article seeks to contribute to the reflection around the training of future designers regarding teamwork. Collaboration, teamwork and negotiations are common everyday interactions that are now known to contribute positively to the design process. This article builds on a theoretical model that was initially proposed as a Ph.D. thesis contribution: the zone of proximal development for learning teamwork skills. The objective of this article is to share the first implementation of the model in a real educational situation and seize this opportunity to develop it further. The framework of assessment for learning and the concept of the zone of proximal development guide this research. The data collection is based on the observations of teamwork during a design seminar. The analysis is structured around the theoretical definitions of the model's components and in situ observations of the participants. This process guides us to share indicators allowing to confirm if a level or set of skills are achieved by a student. Plus, we propose a set of related teaching guidance to use when skills are identified as underdeveloped or to develop. Through this work, we wish to discuss how design students can be better equipped to enter the profession and play a significant role as team players.     

Investigating inclusive education in primary schools in Ghana: what inclusive cultures,environment, and practices support implementation?

Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and frequencies of multiple-scaled items of the adapted IEMT. Findings revealed headteachers admit learners with special needs and disabilities (LwSEND) to set the stage for inclusion, while teachers accept these learners in schools. Collaborative cultures among teachers, parents, and other community stakeholders support inclusive education. While classrooms had somewhat good ventilation and lighting, school facilities were less accessible to all learners. Knowledge to adapt the curriculum and the flow of inclusive knowledge among teachers was limited. Suggestions to improve inclusive education include school-wide professional development for sharing inclusive knowledge, enhancing teachers' pedagogical competence and promoting supportive inclusive cultures.     

Inclusive pedagogies in digital post-Covid-19 higher education

The Covid-19 pandemic has not only led to medical conundrums and uncharted scientific territories but has also engendered new educational challenges and opportunities that need to be considered in order to reconceptualise, recalibrate and reconfigure higher education in terms of its inclusive foundations and orientations. While current research has highlighted the role of digital teaching methodologies in creating the ‘new normal’ in higher education in the post-Covid-19 era, the ‘new normal’ must be concomitantly envisaged in terms of the role of higher education in fostering more inclusive e-learning spaces. This article discusses the ways in which the tenets of an inclusive pedagogical discourse can be conceptualized and enacted in virtual learning environments in terms of teaching methodologies, learner-centred content delivery and formative assessment implementation. The pedagogical triptych should be underpinned by an inclusive and equity-based ‘cyberculture’ that constitutes a sine qua non element in developing all students' sense of belonging and learning in higher education.     

Improving the digital capacity of schools by using the SELFIE tool for collective reflection

Schools play a crucial role in preparing students for a technology-driven world. Although schools incorporate technology for teaching and learning in promising ways, reviewing their organisational strategies would enhance their digital capacity—namely, the effective integration of technology in teaching and learning practices. This article presents insights for improving schools' digital capacity provided by school leaders, teachers, and students from fourteen European countries, through open-ended questions on the SELFIE online tool for collective reflection. This article presents the thematic analysis conducted on 5247 excerpts collected through SELFIE questionnaires, referring to participants' perceptions of their schools' digital infrastructure, the usefulness of technology for teaching and learning, and the perceived need to make the most of technology. Findings align with international studies, which confirm that schools' digital infrastructure still needs improving, while teachers need more training on embedding technology in their teaching practices. Findings also reveal differences in school leaders, teachers, and students' viewpoints and experiences on technology use in their schools. Comparing viewpoints and experiences regarding a school's digital capacity by using a comprehensive and structured process of collective reflection, the SELFIE tool is unique within the field and can offer insights to school communities, education policymakers and researchers.     

The effects of Success for All in the Netherlands on the reading achievement of first-grade students at risk of reading problems

This article reports outcomes of a quasi-experimental evaluation of Success for All (SfA), a comprehensive school reform program that has recently been introduced in the Netherlands. The Response to Intervention framework is used to describe how SfA supports students at different Tiers. The effects of SfA on five reading subskills were investigated for first-grade students at risk of reading problems. 299 students from two different cohorts were involved. Multilevel analyses demonstrated a significant effect of SfA on reading comprehension (ES = +0.26) in the first cohort. For the second cohort and the other reading subskills, mostly small positive effects of SfA were found, though these effects were not statistically significant. Furthermore, the relationship between tutoring intensity and reading achievement was examined. In the second cohort, a significant negative association of tutoring intensity with word and text reading skills was found. Implementation issues that may have impacted the outcomes are discussed.     

The influence of three approaches to feedback on L2 writing task improvement and subsequent learning

This research examined the effects of using rubrics, exemplars, and self-assessment as forms of feedback in an L2 writing development course in English with Chinese speakers. The sample consisted of 114 L2 students at a university in Macau. Participants were randomly assigned to treatment groups and provided feedback on an English writing task using either rubrics, exemplars, self-assessment, or a control condition. The efficacy of these treatments was examined for both performance (on the writing task at hand) and learning (as demonstrated by performance on a new, similar writing task). Results indicate that rubrics and exemplars were effective as compared to the control condition, but the self-assessment approach was not.     

关于智能快递自提柜的研究及应用分析——以亚马逊为例

电子商务的迅猛发展,引起快递业务的爆发式增长,有时候间歇性的快递量增长程度超出了目前快递行业的可控范围,并由此带来了诸多问题,而智能快递自提柜这种新型的提货模式能够很好的破解物流"最后一公里"的难题。本文详细分析了智能快递自提柜的发展现状以及与传统快递自提模式的对比,为亚马逊成功运用智能快递自提柜的应用提供一定的意见和建议。     

“生产教学化，教学生产化”人才培养模式的探索与实践

在高职食品加工技术专业中探索出“生产教学化,教学生产化”的工学结合人才培养模式,即以“食品加工高新技术中试工程中心”为依托建立了几条柔性中试生产线,模拟企业提供不同的岗位,供学生轮训。教学内容围绕企业委托的中试项目（产品）等现实任务展开从而实现生产教学化,教学生产化。教学实践表明,此模式有利于提高学生的综合素质能力。     

质量安全惩罚下生鲜食品零售商最优策略研究

将生鲜食品质量惩罚额及其惩罚概率作为外生变量,并考虑了两种不同惩罚额度的方式,同时引入生鲜食品质量特征函数,建立了零售商不实行促销价格、实行一次性促销价格和多次促销价格三种不同情况下的预期利润优化模型。结果表明生鲜食品的初始质量水平、销售时间的上限、质量衰减速度以及实行促销的时间点对最优价格和利润都有不同的影响效应。提出了零售商适时采取适当促销决策等建议。