The effects of behavior-specific praise and public posting in secondary classrooms

Behavior-specific praise (BSP) and other forms of positive feedback and public acknowledgment are underutilized in secondary classrooms. Surprisingly, few studies have evaluated the independent effects of BSP in these settings. Using a multiple baseline design with an embedded A/B/B + C condition sequence, the purpose of the current study was to evaluate the effects of BSP and BSP combined with public posting on the appropriately engaged and disruptive behaviors across 4 secondary classrooms. Results supported a functional relation between BSP alone and improvements in students' appropriately engaged and disruptive behaviors. Combining BSP with public posting, which involved writing students' names on the classroom whiteboard, further increased students' appropriately engaged behaviors but had mixed effects on students' disruptive behaviors. Practical implications, limitations, and directions for future research are discussed.     

SCIIENCE: The creation and pilot implementation of an NGSS-based instrument to evaluate early childhood science teaching

This paper describes the development, testing and implementation of the Systematic Characterization of Inquiry Instruction in Early LearNing Classroom Environments (SCIIENCE). The SCIIENCE instrument was designed to capture best practices outlined in the National Research Council's Framework for K-12 Science Education as they occur within a science lesson. The goals of the SCIIENCE instrument are to (a) assess the quality of science instruction in PK-3 classrooms, (b) capture teacher behaviors and instructional practices that engage students in the lesson, promote scientific studies, encourage higher-level thinking, and (c) provide a feedback mechanism for guiding professional development of PK-3 teachers. Science educators can apply this instrument to teacher behaviors and use the data to improve classroom inquiry instructional methodology.     

跨语言主题词表自动构建技术研究

认为主题词表有利于信息的组织、信息的利用和信息的检索,传统的手工构建单语言主题词表的方法耗时且成本昂贵,难以满足用户对跨语言信息的处理和使用需求。目前在国内外,如何利用计算机技术,实现跨语言主题词表的自动构建功能是信息检索研究领域需要解决的一个关键问题。在对国内外研究现状进行分析的基础上,较为详细地阐述和分析跨语言主题词表自动构建技术的思想及其技术方法,并提出相关的研究建议。     

多语种叙词本体研究

随着网络技术的不断发展,作为信息与知识组织的重要工具叙词表应时代的发展也需要不断的改进.本文将本体模型及技术与叙词表的概念组织方案相结合,提出多语种叙词表的构建新方案--多语种叙词本体,并以此向新一代叙词表推进.通过分析目前关于叙词表构建、本体构建、本体映射以及本体学习和演化等研究现状,研究了叙词本体的结构与组成,分析了多语种叙词本体实现,包括多语种叙词本体的构建以及多语种叙词本体的自学习和自动演化等.     

努力构建“三三三”大学生思想政治教育体系

为深入学习贯彻《中共中央国务院关于进一步加强和改进大学生思想政治教育的意见》（中发[2004]16号）文件精神,进一步加强与改进我校大学生思想政治教育工作,在总结以往我校大学生思想政治教育工作经验基础上,通过几年摸索实践,逐步形成了凝聚“三殷力量”,构建“三大体系”,优化“三个课堂”的大学生思想政治教育体系,并取得明显成效。     

基于开放式理念的中小学校园规划设计研究——以闽清城关小学方案设计为例

当前中国采取的应试教育模式,在中小学教学空间上体现出“长外廊串联普通教室”的基本布局。闽清城关小学的设计在基本延续传统规划布局和空间设置的基础上,也在校园规划和教学空间的灵活性和适应性方面进行了积极的探索。在规划上,将院落、架空等开放、半开放空间纳入学习使用,成为教育教学的“第二课堂;引入“多义性非功能空间”的理念,优化教学空间,激发出更大活力,以可持续发展的理念应对未来开放式教学的需要。     

Upgraded curriculum? An analysis of knowledge boundaries in teaching under the Swedish subject-based curriculum*

This article offers a contribution to the current debate about knowledge and the curriculum, especially initiated by social realist writers. The enacted Swedish subject-based curriculum for compulsory schooling is examined and is also used as a significant case with the aim of discussing practical implications of social realist claims regarding knowledge and the curriculum. Video-recorded lessons from grade six in six different Swedish schools, in combination with teacher interviews, are explored within the scope of a curriculum theory framework with the purpose of illuminating dominant patterns of knowledge boundaries and knowledge conceptions. The study shows how the Swedish subject-based curriculum frames teaching in a direction where a disciplinary knowledge conception with fixed knowledge boundaries predominates over other knowledge forms. The subject-based curriculum also appears to produce an ‘overloading’ of content, which implies that pupils’ questions and experiences are avoided and dismissed in the teaching practice.     

新加坡英语教学的嬗变:多语政策和双语教育视角

新加坡实行的多语政策和双语教育制度为其培养具有国际竞争力的人才奠定了坚实的基础。新加坡实施以英语为主导的多语政策有着多方面的原因。总体而言,新加坡的双语教育可分为初步发展期、成熟期和稳定期,每个时期内英语教学的理念、课程设置、教材和教学方法的使用都有所不同,充分体现了国际主流语言教学理念的发展。