高校导师科研团队内部知识共享问题及对策研究

高校导师和研究生是国家科研系统中的一支重要力量,在科技进步中发挥着不可忽视的作用。基于高校"导师制"的现实背景,本文在介绍我国高校导师科研团队内部知识共享现状的基础上,提出高校导师科研团队内部知识共享存在的问题,并针对存在的问题提出相应的对策建议。     

Emerging relationships between religious education and citizenship education: teachers’ perceptions and political dilemmas in Cyprus

This article explores the ways in which a group of primary school teachers in Cyprus interprets the relationship between religious and citizenship education. The contextualisation of the meaning of religious education shows the extent to which social, historical and political elements shape teachers’ perceptions about the entanglements between religious and citizenship education. In particular, the present study reveals two important findings – one concerning the conceptualisation of each school subject and their perceived relationship and the other concerning the contextualisation of this relationship in the cultural and political contexts of Cyprus. The findings also reveal important constraints and political dilemmas for the possible trajectories of ‘religious citizenship education’ in Cyprus. The article discusses the implications for curriculum and policy deliberations, as well as further research on ‘religious citizenship education’ in specific cultural and political settings.     

Transforming Perceptions of Urban Education: Lessons From Rowan University's Urban Teacher Academy

To be an effective urban educator requires teachers to understand the contextual factors of students, the school, and the community, and their cumulative effects on learning. Urban teacher academies support a better understanding of urban classrooms and challenge stereotypes of the urban context. The focus of this study was to compare participants' perceptions of urban settings before and after 2 weeks spent at an urban teacher academy for high school students.     

A written,reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students’ and teachers’ perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students’ and teachers’ dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.     

论辅导员(班主任)队伍建设在学生教育管理工作中的重要作用

辅导员（班主任）是全面贯彻执行教育方针，实施“德育先导”的职业素质教育的主力军。辅导员（班主任）工作是树立良好校风的关键，是全面提高学生素质的组织保证。因此，加强辅导员（班主任）队伍建设是做好学生教育管理工作的重要一环。合校建院以来，水利系学生工作在辅导员（班主任）的选任、教育及管理工作等方面做出一些探索，这里和大家一起共勉。     

Motivations,barriers, & understandings: how students at four universities perceive student–faculty partnership programs

ABSTRACT

Extracurricular student–staff partnership activities are increasingly common in higher education institutions, but concerns have been expressed about their relative inclusivity. In order to contribute to understanding of why students do and do not take part in such initiatives, this study draws on data from a survey of students at four institutions, in three different countries, with established extracurricular partnership programs. Though the findings indicate some preliminary differences between participants at the four institutions, they also demonstrate a number of shared perceptions, including similar understandings of key features of partnership and shared perceptions of barriers to participation. Implications for partnership practice and research are discussed.     

Students' perceptions toward the use of the digital library in weekly web-based distance learning assignments portion of a hybrid programme

This study attempted to investigate students’ perceptions toward the use of the digital library in weekly web‐based distance learning assignments portion of a hybrid instructional programme. Attention was given to three variables—age, gender, and prior experience with the Internet. A Likert‐type instrument consisting of 10 items was designed to collect information about students’ perceptions toward the use of digital library. The subjects of this study were 154 students enrolled in an undergraduate hybrid programme in management at a medium‐sized university in the Midwest, USA. Collected data were analysed using ANOVA. The overall results suggest that students had positive perceptions toward the use of the digital library. Age was found to be an insignificant factor. However, gender and prior experience with the Internet were found to be significant factors. Males had significantly higher positive perceptions toward using the digital library. Students who had more prior experience with the Internet had significantly higher positive perceptions toward using the digital library. Implications for practice are discussed and recommendations are made for future research.