Pre-service teachers’ episodic memories of classroom management

This study focused on past excellent teachers’ classroom management strategies from the perspective of 148 pre-service teachers. The purpose of the study was to examine how pre-service teachers’ memories reflect classroom management models that are typically taught in teacher education coursework prior to their study of those models, as well as to explore memories that did not fit a particular model. Results indicated that pre-service teachers related episodes that clustered on establishing rules, but were less likely to relate experiences based on other strategies such as withitness, smooth transitions, or formal classroom meetings. Implications for teacher education are explored.     

Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning

In the present study it was investigated whether high school students are spontaneously able to reflect epistemologically during online searching for information about a controversial topic. In addition, we examined whether activating epistemic beliefs is related to individual characteristics, such as prior knowledge of the topic and argumentative reasoning skill; also whether learning from the Web is influenced by epistemic beliefs in action and the ability to detect fallacies in arguments. The participants (N = 64) were students of Grade 13, who were asked to think aloud during navigation. Qualitative and quantitative analyses were performed. Findings reveal that most participants spontaneously activated beliefs about all four dimensions identified in the literature, that is, about the simplicity/complexity, certainty/uncertainty, justification, and source of knowledge, at different levels of sophistication. Most epistemic reflections were about the source of knowledge. Two patterns of contextualized epistemic beliefs emerged and significantly influenced learning from the Web, which was also affected by participants' ability to identify argumentative fallacies.     

The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success

This longitudinal study investigated the cross-lagged associations between children’s academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child’s success from kindergarten to Grade 2. The participants were 1267 children. The children’s pre-skills were assessed at the end of the kindergarten year, and math and reading skills at the end of Grade 1 and Grade 2. Parents provided ratings of their beliefs about their children’s school success and task-avoidant behaviour with regard to homework at the end of Grades 1 and 2. The results showed that children’s math and reading skills predicted children’s task-avoidant behaviour regarding homework as rated by mothers, but not by fathers, when autoregressive effects were taken into account. In addition, task-avoidant behaviour predicted the mothers’ subsequent beliefs about their children’s school success but not vice versa. A reciprocal effect was found between fathers’ beliefs about success and children’s task-avoidance.     

农村妇女宗教信仰的特点及其生成机制——以九江县G镇H村为例

宗教信仰是农村社会的一种普遍现象,拜神是其最基本的形式。农村妇女的宗教信仰呈现出盲目性、功利性和多元性等特点,这些特点的形成既有社会、历史的因素,又有个人的因素。而留守妇女作为农村妇女中的特殊群体,其宗教信仰既有着一般农村妇女宗教信仰的共性,又在宗教诉求内容等方面表现出自己独有的特点。     

Teachers' Voices in the Context of Higher Education Reforms in Armenia

In this article, teachers' sense-making and reasoning about higher education reforms in a post Soviet country, namely Armenia, are examined using an analytical framework with six sensitising concepts: beliefs, emotions, attitudes, change knowledge, attributions and organisational culture. The results of semi-structured interviews with 12 Armenian higher education teachers showed that they mainly felt distrust towards reforms and that the implementation initiatives caused dissatisfaction, frustration and therefore distortion. At a deeper level, the teachers mostly felt excluded from the reform process and that their role was depreciated. One striking feature was the predominant causal attribution of teachers to external, unstable and uncontrollable factors which question the success of the reforms.     

Turkish elementary student teachers’ epistemological beliefs and moral reasoning

The purpose of the present study was to explore the relationships among Turkish elementary student teachers’ epistemological beliefs and moral reasoning, and to determine which types of epistemological beliefs elementary student teachers exhibit. The findings of the present study demonstrated that epistemological beliefs did not make a unique contribution to moral reasoning and student teachers’ epistemological beliefs developed as more or less independent beliefs. The factor analyses results suggest that multidimensional theory is more appropriate than unidimensional theory in explaining student teachers’ epistemological beliefs.     

转型时期我国民间信仰问题研究述评

学术界对我国民间信仰问题的研究非常活跃,主要围绕民间信仰概念、功能及对策而展开。在基本认同民间信仰特征的基础上,对民间信仰概念、功能和对策均存在较大分歧。虽然研究成果丰富,但也存在明显不足。     

知识获取、路径依赖对企业创新能力的影响研究

构建知识获取、路径依赖、渐进式创新和突破式创新之间的关系模型,运用SPSS和LISREL软件对收集的248份有效问卷进行实证分析。研究结果表明,中国企业的创新路径为知识获取-渐进式创新-突破式创新,知识获取对渐进式创新具有显著的影响,而对突破式创新的直接影响不显著;同时路径依赖对知识获取与企业渐进式创新之间的关系具有显著的调节作用。这为我国企业通过获取外部信息培育和发展创新能力提供了新的证据和启示。     

基于模仿创新战略的企业人力资源实践构建——基于腾讯计算机系统有限公司的案例研究

以企业模仿创新战略为出发点,以腾讯计算机系统有限公司作为例,研究其快速发展过程中低研发成本战略构建过程中人力资源实践变革,通过提升研发团队的模仿创新能力,探讨其高绩效工作系统的构成要素。研究结果表明,承诺控制混合型人力资源系统适合模仿创新战略的发展。     

差异化战略对企业绩效的影响研究——基于创新的中介视角

 差异化战略对企业绩效的影响是学术界关注的重要问题,但研究结论却出现了分歧。在相关研究的基础上,将渐进创新和突破创新作为中介变量,构建了差异化战略、创新选择与企业绩效关系的概念模型,通过问卷调研对239家企业进行了实证检验。研究发现差异化战略对企业绩效有显著的正向直接影响,同时通过渐进创新和突破创新对企业绩效产生间接影响,且间接影响比直接影响大,创新部分中介了差异化战略对企业绩效的影响。