Teacher feedback vs. annotated exemplars: Examining the effects on middle school students’ writing performance

The current study investigated students’ improvement on a writing task following the use of annotated exemplars, teacher comments, and the combination of both approaches. A sample of 94 middle school students (age M = 12.42, SD = 0.96) from a private school in Brazil was randomly assigned to one of three feedback conditions: annotated exemplars, teacher comments, and both annotated exemplars and teacher comments. Participants were asked to write an essay and then revise it by using teacher comments or annotated exemplars (or both). Results showed improvements in students’ writing from first to second draft, but no statistically significant differences among the groups were found. Further, girls scored higher than boys in both the first and final drafts irrespective of the feedback condition. These results show the promise of annotated exemplars in facilitating students’ improvement on a writing task through effective self-feedback generation while significantly reducing teachers’ time investment.     

The lag structure of the relationship between patenting and internal R&D revisited

The principal purpose of this study is to revisit the classic research question regarding the lag structure of the patents–R&D relationship through an examination of the impact of internal R&D on firm patenting in the context of the global pharmaceutical industry during 1986–2000. Our empirical analysis, using both a multiplicative distributed lag model and a dynamic linear feedback model, differs from previous work that examines the patents–R&D relationship in three aspects. First, our estimation results exhibit direct evidence on lagged R&D effects, with the first lag (t − 1) of R&D being significant in all distributed lag specifications. Second, a U-shaped lag structure of the patents–R&D relationship is found in most estimations of the multiplicative distributed lag model, which suggests a potential long-run effect of internal R&D investments on firm patenting. Finally, the results from the dynamic linear feedback model coincide with those from the multiplicative distributed lag model, indicating not only lag effects from more recent R&D but also an overall long-run effect of internal R&D investments in the distant past on the knowledge production or innovation process of incumbent pharmaceutical firms.     

学术水平的不可验证性对科研奖励的影响研究

本文基于不可验证性视角对学术水平是否适合作为科研奖励的评奖标准进行了研究。本文提出了一个科学家获奖概率模型,该模型弥补了科研锦标赛框架中未考虑同行评议的缺陷,并使得科研奖励模型更加符合学术水平不可验证的经济学特征。本文运用上述模型实证分析了我国科研奖励中同行评议的有效性。本文的主要研究结论是:(1)学术水平难以直接作为遴选科研奖励获奖成果的标准;(2)科学家能否获奖取决于同行科学家的推定而与其科研成果的学术水平没有显著的直接关系;(3)目前我国省级以上科研奖励的同行评议难以有效分离学术水平不同的科研成果;(4)学术创新还难以成为我国省级以上科研奖励的主要激励目标。提高同行评议的有效性是本文研究结论最主要的政策含义。     

绩效负向反馈对风险战略行为的影响——股权激励的调节作用

基于认知偏好理论,提出企业绩效负向反馈、股权激励和企业风险战略行为之间的关系假设。在对621份上市公司样本数据进行分析的基础上,得出研究结果:面对绩效的负向反馈,企业会采取规避风险的战略行为;股权激励促使高管认知偏好从风险规避变为风险爱好,当企业采取股权激励时,面对绩效的负向反馈,企业会积极采取风险战略行为。     

二语习得视角下的大学英语课堂纠错性反馈研究

在大学英语课堂中,纠错性反馈和二语习得关系密切。本文基于理论的指导,介绍了纠错性反馈的类型,通过分析大学英语课堂中教师和学生的会话语料,探讨了纠错性反馈与二语习得的关系以及怎样的纠错性反馈类型更适于促进学生二语习得。     

就业反馈视角下我国英语专业教育实效性探析

本文通过分析影响高校英语专业教育的实效性的几个因素,对如何培养英语高级复合型人才,拓宽英语专业毕业生的就业渠道,提出一些改进措施。     

同伴对话--教师专业发展的有效途径

同伴对话是促进教师专业发展的有效途径,但实践中仍阻碍重重。本文从内涵解读、问题分析中试图找到原因,并提出了一些可供参考的应对策略。     

农村幼儿同伴交往特点及能力培养策略

同伴关系是人际交往关系的重要组成部分,它在幼儿社会化过程中起着极其重要的作用,良好同伴交往能力可以促进幼儿获得良好个性发展。本文通过调查分析,获得农村幼儿同伴交往能力发展的特点,据此提出通过活动发展幼儿良好的同伴交往能力的策略。     

形成性评价在大学英语写作课中的实施

形成性评价的核心目的是为教师和学生提供具有指导性的反馈信息,强调学生认识个人学习阶段与学习目的之间的差距,从而主动地采取策略缩小差距。研究者在大学英语写作教学中,秉持形成性评价的准则,探讨了学生文本与目标文本在词汇和句式上的差异,以及如何采用适当的策略缩小差距以提升语言表现力,从而为学生提供了具有脚手架功能的反馈信息,赋予了学生自我提升的能力,达成了形成性评价的目的。     

科学基金与创新性研究——美国国家科学基金会支持变革性研究的相关政策分析

本文从"范式"概念出发,区分了科学研究中的两种创新方式,即累积式渐进和革命性突破,指出科学资助机构在依靠以寻求共识为特点的同行评议机制来遴选具有非共识特征的革命性创新研究项目中所面临的内在困境.美国国家科学基金会从设立小额探索性研究项目到支持变革性研究的政策变迁表明,科学资助机构不仅要进一步改进同行评议机制以有效甄别创...