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.     

如何在外语写作教学中运用同侪校阅

同侪校阅在写作教学中的积极作用得到了普遍认可。但是，在中国，由于受到多方面因素的制约，它在外语写作教学中的运用却很少。因此，要积极运用合作学习原则，成绩平均，自由选择语言等可以使学生积极地投入到同侪校阅活动中来，同时，教师示范和问题清单的运用能够确保学生有能力顺利完成同侪校阅。     

Peer review of laboratory reports for engineering students

ABSTRACT

Here, we present a module to introduce student peer review of laboratory reports to engineering students. Our findings show that students were positive and felt that they had learnt quite a lot from this experience. The most important part of the module was the classification scheme. The scheme was constructed to mimic the way an expert would argue when making a fair judgement of a laboratory report. Hence, our results may suggest that the success of the module design comes from actively engaging students in work that is more related to ‘arguing like an expert’ than to only supply feedback to peers, which in such a case would implicate a somewhat new direction for feedback research. For practitioners, our study suggests that important issues to consider in the design are (i) a clear and understandable evaluation framework, (ii) anonymity in the peer-review process and (iii) a small external motivation.     

无线多跳网络信道分配优化算法研究

无线多跳网络信道受到码间干扰容易产生信道分配失衡,为了提高无线多跳网络信道均衡性,提出基于判决反馈均衡的无线多跳网络信道分配优化算法,构建无线多跳网络信道模型,采用判决反馈均衡器进行无线多跳网络信道分配过程中的干扰抑制和多径补偿,根据信道多径扩展覆盖的码元数进行网络信道分配过程中的前馈滤波调制,利用直接序列扩频方法进行无线多跳网络信道的线性均衡配置,采用自适应的梯度学习算法实现信道分配均衡设计,基于判决反馈均衡技术实现无线多跳网络信道分配优化。仿真结果表明,采用该方法进行无线多跳网络信道分配的均衡性较好,抗多径干扰能力较强,提高了无线多跳网络的通信质量,降低了输出误比特率。     

Endogenous peer effects: Fact or fiction?

The authors examine endogenous peer effects, which occur when a student's behavior or outcome is a function of the behavior or outcome of his or her peer group. Endogenous peer effects have important implications for educational policies such as busing, school choice and tracking. In this study, the authors quantitatively review the literature on endogenous peer effects through the use of meta-analytic methods. They find a significant and positive endogenous peer effect. It appears to be a genuine empirical effect but is dependent on the measure of educational outcomes, the peer group, publication status, and publication year.     

医学生同伴参与理工科大学生性生殖健康教育实践与效果

目的:为促进理工科大学生性生殖健康提供理论与实践依据。方法:以某院校2017、2018级理工科156名学生为观察对象,问卷调查理工科大学生性生殖相关知识认知状况及性态度,随机抽取30名作为干预组,干预前后问卷与访谈调查理工科大学生性生殖相关知识认知状况及性行为态度。结论:医学生同伴参与理工科大学生生殖健康教育能有效提高性生殖相关知识知晓度,纠正学生错误的行为认知,有效预防艾滋病病毒和性传播疾病,转变性态度,促进大学生生殖健康。     

Formative assessment: missing in action in both research-intensive and teaching focused universities?

In this study, we analysed survey data from 386 third year undergraduate students on 14 programmes within three UK universities. The universities are characterised as teaching-focused or research-intensive: a ‘plate-glass’ and ‘red-brick’ research-intensive; and a ‘new’ teaching-intensive university. We used the Assessment Experience Questionnaire Version 4.0 (AEQ 4.0), designed to understand students’ perceptions of programme assessment environments. The AEQ contains scales constructed from theories about assessment, feedback and deep learning. We performed exploratory factor analysis on AEQ 4.0 and identified five salient domains: how students learn; quality of feedback; internalisation of standards; student effort; and formative assessment. These domains were compared across the three universities. Formative assessment was the weakest domain in all three university assessment environments, followed closely by students’ internalising standards. Students at the new teaching-focused university had significantly higher scores on scales about deep learning, student effort and the quality of feedback than students in the two research-intensives. Findings show that theories about the virtue of formative assessment have yet to play out in practice; and that the teaching-focused university seemed to be encouraging deeper approaches to learning through its feedback and assessment tasks.     

Academics’ views on publishing refereed works: A content analysis

Survey research was carried out with academics (N=205), from a large regional Australian university, to explore their views about publishing or not publishing in refereed sources and their perceived worth of this activity. Several open-ended questions were included in the survey to elicit information about the factors that either encourage or discourage these academics from publishing. Additionally, questions were posed to allow the respondents to discuss ways that the University could further support them in their endeavour to produce at least some or more scholarly publications. The responses to these questions were content analysed to discover key categories and frequencies were calculated on the most salient categories. The results of this analysis are reported and comparisons are made on the responses of male and female academics. The implications of the results for higher educational practice are considered.     

The effects of feedback from students to university instructors: An experimental study

This article reports the results of an experimental study of the effects of students' evaluative feedback to university instructors. Data obtained indicated that feedback from students did not have any significant effects on the instructors' teaching performance and their perception of teaching. Some limitations of the study are discussed with suggestions for further exploration of the problem.