信息经济新时代:标准为王

本文指出信息时代的特点决定了标准是企业竞争的最核心因素,赢得了标准就意味着赢得了市场;强调了标准对市场竞争的重要作用,论述了成为标准控制者的四个有效策略。     

同行评议刍议

学术评价始于近代自然科学出现之后。专家系统自主权具有必要性。同行评议是最早的也是迄今最为合理的评价方式,同时也有必要看到它的局限性,需要不断改进完善。定量化评价有其严重的内在缺陷,只能作为同行评议的辅助手段。我国当前的同行评议活动问题不少,亟待改革。     

Stability robustness of linear output feedback systems with both time-varying structured and unstructured parameter uncertainties as well as delayed perturbations

This paper investigates the stability robustness of linear output feedback systems with both time-varying structured (elemental) and unstructured (norm-bounded) parameter uncertainties as well as delayed perturbations by directly considering the mixed quadratically coupled uncertainties in the problem formulation. Based on the Lyapunov approach and some essential properties of matrix measures, two new sufficient conditions are proposed for ensuring that the linear output feedback systems with delayed perturbations as well as both time-varying structured and unstructured parameter uncertainties are asymptotically stable. The corresponding stable region, that is obtained by using the proposed sufficient conditions, in the parameter space is not necessarily symmetric with respect to the origin of the parameter space. Two numerical examples are given to illustrate the application of the presented sufficient conditions, and for the case of only considering both the delayed perturbations and time-varying structured parameter uncertainties, it can be shown that the results proposed in this paper are better than the existing one reported in the literature.     

The 2 × 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes

This study aimed to develop and validate a 2 × 2 Standpoints and Standards measure of EFL (English as a foreign language) teachers’ achievement goals. To this end, 441 teachers were first involved in scale development and validation phase. In the second phase, responses by 194 teachers were used to examine the predictive utility of achievement goals with respect to some correlates such as type of feedback information and emotional exhaustion. Phase 1 results supported validity and reliability of the scale for measuring EFL teachers’ achievement goals. In phase 2, structural equation modeling showed positive patterns for original mastery approach goals, though these goals positively predicted self-validation information. Original mastery avoidance goals also positively associated with emotional exhaustion. Moreover, the results showed negative patterns for original performance goals. Implications and suggestions for future research are discussed.     

Bias in student evaluations: Are my peers out to get me?

The use of peer evaluations to evaluate performance is commonplace, especially in higher education. Yet, researchers and educators have long expressed concerns about the accuracy of such ratings. While research has found student peer evaluations to be consistent with instructor evaluations, rater bias is inherent in all evaluations, and students are not exempt from this. This study examines task completion and identity threat to determine if experience and identity play a role in shaping student peer evaluations. A sample of MBA students evaluated their peers before and after completing a course presentation. Results showed that students’ peer evaluations were significantly “lower” or more critical after having completed the presentation themselves. This study illuminates the importance of experience and training in the implementation of performance evaluations.     

Learning from reviewing peers’ concept maps in an inquiry context: Commenting or grading,which is better?

In peer assessment, both receiving feedback and giving feedback (reviewing peers’ products) have been found to be beneficial for learning. However, the different ways to give feedback and their influence on learning have not been studied enough. This experimental study compared giving feedback by writing comments and by grading, to determine which contributes more to the feedback providers’ learning. Secondary school students from Russia (n = 51) and the Netherlands (n = 42) gave feedback on concept maps during a physics lesson. The lesson was given in an online inquiry learning environment that included an online lab. Students gave feedback in a special Peer Assessment tool, which also provided assessment criteria. Findings indicate that post-test knowledge scores were higher for students from the commenting group. The difference between the groups was largest for the low prior knowledge students. Possible educational implications and directions for further research are discussed.     

简析同伴关系对儿童发展社会能力的影响

同伴关系与儿童行为能力中的社会能力关系密切,对儿童发展社会能力有重要的影响。产生影响的原因主要在于同伴关系的影响是客观世界的整体、系统性对个体、分支的影响,是儿童成长发育过程中的自然生理需求和认知心理需要,由此,一定的家庭早期干预措施是必要的。     

Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching

ABSTRACT

The authors report outcomes of an evaluation of a ‘video club’ intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement they examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups; and interviews. They evaluate change in teachers’ thinking and practice using survey results for participants compared to a comparison group of non-participating teachers at the intervention schools. The survey includes a new instrument for gathering evidence of teachers’ thinking and practice in feedback. The results suggested changes in thinking and practice for teachers who self-reported as engaging highly with the intervention. They conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice.     

Investigating Classroom Discourse Surrounding Partner Reading

This study examined the functions that student talk served during partner reading events in a second grade classroom. Five major themes of talk emerged from the data including organizational, disputational, word strategy, meaning making and personal talk. All of these types of talk functioned to support partner reading except for personal talk, which occurred infrequently. The classroom teacher also provided support for these same discourses through her mini-lessons and read alouds.