荀子的“等分说”“群分说”与政治、经济“一体化”构想

荀子强调以礼治国,提倡按社会能力划分社会成员等级然后承担不同社会事务,认为这样就会出现"职分而民不探,次定而序不乱"的社会大治局面;认为按能力划分社会成员等级的群体一旦形成,人类向自然索取的能力也会加强,便会出现"人定胜天"的效果。     

客户端软件自动更新的设计与实现

针对客户端朋艮务器（C／S）模式软件更新不太方便的实际问题,阐述C／S模式软件自动更新系统的设计与实现,并且实现了各模块有选择的更新。系统在．NET环境下开发完成。利用FTP协议实现了更新文件的传输,利用ini文件储存更新文件的配置信息。     

Dimensions of Norm-Referenced Compulsory School Grades and their Relative Importance for the Prediction of Upper Secondary School Grades

Irrespective of the grading system, grades are the most valid instrument for predicting educational success. Previous studies have shown that criterion-referenced compulsory school grades are multidimensional, reflecting subject-specific dimensions and a common grade dimension, both of which contribute to the predictive validity of grades. This suggests that in addition to knowledge and skills, grades reflect other aspects which might have importance for the prediction of educational success. The purpose of this study was to investigate, using structured equation modeling, whether norm-referenced compulsory school grades display similar patterns of dimensionality and predictive validity to criterion-referenced grades. Possible differences due to gender and parents' education were considered. Participants were 3855 students born in 1972. The results showed that norm-referenced grades are multidimensional, and that both the subject-specific and common grade dimensions contribute to predicting educational success. In the common grade dimension, girls and students with higher educational backgrounds were favored.     

The Measurement Structure,Stability and Mediating Effects of Achievement Goals in Math with Middle-School Student Data

This study examined the measurement structure, cross-year stability of achievement goals, and mediating effects of achievement goals between self-efficacy and math grades in a national sample of Taiwan middle school students. The measurement model with factorial structure showed good fit to the data. In the panel data (N?=?343), four achievement goals showed strong measurement invariance, suggesting factor loadings and intercepts of the items remained invariant across a year. Though mean scores of the four latent achievement goals held quite stable, the rank order of students across two time-points changed more profoundly in the two avoidance goals than in the approached goals. In the cross-sectional data (N?=?748), we found approach-based goals were positive mediators between self-efficacy and math grades while avoidance-based goals were negative mediators. This result could be relevant for middle-school students in learning mathematics. Some instructional implications are provided.     

The Effects of Within-Class Ability Grouping on Academic Achievement in Early Elementary Years

Abstract

By incorporating two theoretical frameworks this study examines how school characteristics shape first-grade reading ability-grouping practices, and how this, in turn, affects students’ reading achievement. The author uses the data from the Early Childhood Longitudinal Study and applies the propensity-score method to examine whether first-grade ability grouping improves student achievement, whether ability grouping increases achievement inequalities, and whether its effects vary by student initial abilities and/or school contexts. Findings support an argument that ability grouping is an organizational response to problems of diversity in the student body. Schools that use ability grouping are likely to have heterogeneous ability compositions. They are also public, low-performing, low socioeconomic status, and high-minority schools. In these schools, ability grouping has no effects or negative effects, particularly for low-ability students. In contrast, ability grouping may improve achievement for all students in schools with advantageous characteristics, mostly private schools, and may reduce achievement inequalities, because low-ability students benefit the most from this practice.     

Being Fair: Teachers’ Interpretations of Principles for Standards-Based Grading

Knowing that grades can have long-term consequences for students, teachers voice concern about being fair in the grading process. However, their interpretations of fairness are varied and sometimes contradictory. This study looked at how teachers in one standards-based educational system determined secondary students’ grades, focusing specifically on the extent to which they followed a specific set of principles for grading. The results support previous research, and suggest that a better understanding of essential principles is needed for grades to accurately reflect students’ achievement.     

The accuracy of students’ predictions of their GCSE grades

The paper reports a study that investigated the relationship between students’ self-predicted and actual General Certificate of Secondary Education results in order to establish the extent of over- and under-prediction and whether this varies by subject and across genders and socio-economic groupings. It also considered the relationship between actual and predicted attainment and attitudes towards going to university. The sample consisted of 109 young people in two schools being followed up from an earlier study. Just over 50% of predictions were accurate and students were much more likely to over-predict than to under-predict. Most errors of prediction were only one grade out and may reflect examination unreliability as well as student misperceptions. Girls were slightly less likely than boys to over-predict but there were no differences associated with social background. Higher levels of attainment, both actual and predicted, were strongly associated with positive attitudes to university. Differences between predictions and results are likely to reflect examination errors as well as pupil errors. There is no evidence that students from more advantaged social backgrounds over-estimate themselves compared with other students, although boys over-estimate themselves compared with girls.     

An Experiment Comparing HBSE Graduate Social Work Classes: Face‐to‐Face and at a Distance

This article describes a quasi‐experimental comparison of two master's level social work classes delivering content on human behavior in the social environment. One class, delivered face‐to‐face, was largely synchronous. The other class, delivered using distance technologies, was more asynchronous than the first. The authors hypothesized that students would learn equally well in both classes, and did not reject that hypothesis. That was so even after accounting for strong explanation of achievement by grade point average adjusted for grade inflation. Though this study indicates that the distance education studied was apparently successful, the findings may not be highly generalizable, and the authors suggest that future studies need to look at achievement in various settings and curricular areas while carefully measuring and accounting for extraneous variables.     

1949-2007年影响浙江热带气旋灾情分析及评估研究

对1949-2007年间登陆或影响浙江省的热带气旋灾情进行统计、分析和研究.选取有完整记录的84例热带气旋概况及灾情资料,引入台风灾情指数G和灾害损失率S的概念对台风灾害等级进行客观定量划分,并通过统计分析,得出热带气旋路径、致灾因子(雨量、风力)、潮汛和灾情之间的关系,以期对台风灾前评估提供有价值的评估方法和参考依据.     

通用标准化计算机考试软件

介绍我省成人高校计算机统考标准化考试软件系统的运行环境、系统结构、主要功能、技术特点。本软件系统是一种在线考试系统,能在10秒钟内同时为每位考生在计算机上随机生成不同试卷,且有倒计时显示控制考试时问间,试卷由计算机自动批阅,当场看成绩。