Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing

Despite the increasing volume of research in peer assessment for writing, few studies have been conducted to explore teachers’ perceptions of its appropriateness for writing instruction. It is essential to understand teachers’ perceptions of peer assessment as teachers play an important role in whether and how peer assessment is implemented in their instruction. The current study investigated tertiary English writing tutors’ perceptions of the appropriateness of peer assessment for English as a Foreign Language writing in China, where peer assessment has been increasingly discussed and researched but only occasionally used in teaching. The current study scrutinised the reasons behind its limited use via in-depth exploratory interviews with 25 writing tutors with different teaching backgrounds. The interview data showed tutors’ limited knowledge of peer assessment and unanimous hesitation in using it. The former was explained by insufficient instruction and training in peer assessment. The latter relates to the incompatibility of peer assessment with the examinations-oriented education system, learners’ low English language proficiency and learning motivation, and the conflict of peer assessment with the entrenched teacher-driven learning culture. Suggestions are made about training and engaging teachers to effectively use peer assessment in instruction.     

认知视角的科学基金项目专家评议意见分析——基于ER规则的研究

科学基金专家评议意见的可解释性会影响项目资助合理性以及项目申请者对评议意见的理解。项目评议时,专家先根据评议要点对项目的科学意义和应用前景等属性进行评价,得出综合意见;科学基金再合成多位专家意见,得出项目评议结论。在此过程中,专家属性意见与综合意见的一致性和专家间的非共识意见是影响专家意见可解释性的主要问题。上述问题可从认知视角分析其影响因素,并利用ER规则量化影响因素、合成专家意见。通过分析量化可界定专家属性意见的一致性权重关系,判断意见是否一致;而专家间的非共识意见也可因此分为"因属性评价意见不同、权重不同或专家意见不一致造成的非共识";最后依据科学基金专家评议的真实信息验证了方法的适用性。     

Acceptance or rejection? The social experiences of children with special educational needs and disabilities within a mainstream primary school

ABSTRACT

This article details a study which investigated the social acceptance and friendships of children with SEND, and their typically developing peers, at a mainstream primary school in the North West of England. Participants were 29 children aged five and six years old, separated into three groups; typically developing children, children who were being monitored for SEND, and children with formally identified SENDs. With the use of a peer nomination sociometric technique, findings revealed that children with SEND had less promising peer relations and friendships compared to children tracked for SEND and their typically developing peers, consequently questioning the mainstream ‘ideal’.     

同级评价对个体创新意愿影响的实验研究

采用两因素组间实验设计与情境法,设计四种模式的同级评价情境,探讨同级评价模式对员工个体创新意愿的影响。方差分析的结果表明:同级评价导向和评价性质的交互作用显著,当同级依据结果进行评价时,负面评价比正面评价更有助于激发个体创新;当同级给予正面评价时,过程导向的评价比结果导向的评价更有助于激发个体创新努力。     

国外几种网络评议软件的对比研究

文章分析了与传统同行评议相比网络同行评议的优点，并对国外现有的几种网络同行评议软件进行了对比分析；同时分析了国内网络同行评议开展的现状，提出了国内应加强对网络同行评议软件及系统的开发与建设，从而推进网络同行评议工作的开展。     

《心理学报》开放性同行评审方式探索及初步成效

【目的】 为我国科技期刊进行开放性同行评审提供借鉴和思路。 【方法】 介绍了《心理学报》在开放性同行评审方式上的探索,《心理学报》采用了“开放性同行评审”的一种变式——公开审稿意见。 【结果】 经过充分讨论权衡试用“开放性同行评审”方式的利弊后,《心理学报》最终决定采用“公开审稿意见”这种“开放性同行评审”的变式。 【结论】 除不能达到“缩短发表周期”的目标外,公开审稿意见的方式可以实现“开放性同行评审”的大部分初衷。     

利用批注功能提高学术期刊审稿效率

针对同行评议的现状及学术期刊编辑缺乏专业知识的问题,提出批注式审稿的概念,并论述其在提高审稿质量、帮助编辑提高专业素养、增强学术期刊的可读性方面的优势.建议引导审稿专家采用批注式审稿方法,以提高学术期刊的整体质量.     

朋辈心理辅导在工科院校新生入学适应中的应用——以湖南工程学院为例

朋辈心理辅导是近年来在国内外高校中兴起的一种思想政治教育新模式。湖南工程学院将其应用在工科院校新生的入学适应教育中,从选拔朋辈心理辅导人才,并进行科学系统的培训;创建良好的朋辈教育氛围和环境;积极开展并创新各类朋辈心理辅导和教育活动,使其融亲和性、趣味性和教育性为一体;建立朋辈心理辅导保障机制等几个方面进行了实践探索,结果表明,朋辈心理辅导有助于提高新生的心理自助和帮助他人的能力,有效弥补了专业辅导教师数量和精力的不足,对学校专业心理辅导和教学起到了不可或缺的辅助作用。     

Social capital in the classroom: a study of in-class social capital and school adjustment

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in this study consists of 1036 children in 60 first-grade classes in 46 Dutch elementary schools. Multilevel regression results show that a substantial proportion of the variance in school adjustment can be attributed to the class level and that both individual-level and classroom-level social capital have substantial effects on school adjustment. At the individual level, the size of one’s network is more important than its structure. At the collective level, social capital also has a ‘dark side’ because it can have negative effects on adjustment, lowering the academic performance in a class.     

Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature

This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.