沸石改性制备调湿建筑材料的试验研究

研究具有天然纳米孔道结构的沸石矿物材料的调湿性能,用酸活化和热活化的改性方法调控其显微结构,对改性工艺参数进行优选,得到性能较好的沸石调湿材料.     

论和谐环境中高校教师的绩效管理

科学的绩效管理是高校快速、持续发展的重要手段。组织和谐不仅是绩效管理的环境基础,而且是绩效管理的终极目标。高校教师绩效管理模式需要在科学方法下、在动态环境中建立和完善。绩效管理是一个循环过程,在这个过程中,它不仅要通过绩效考评,强调达成绩效管理结果,更要通过目标、辅导、评价、反馈,重视达成结果的过程,这个过程的最终目的是实现高校的和谐发展。     

中学生数学焦虑的调查与分析

数学焦虑作为一种消极的数学学习体验已成为数学教育中的一个热点问题.对数学焦虑与数学成绩、数学兴趣、自我效能、性别差异和年级差异的关系进行调查,结果发现:数学成绩与数学焦虑显著相关;数学兴趣、自我效能均与数学焦虑呈显著负相关;男、女生在数学焦虑上存在显著差异,女生焦虑水平比男生高;中学各个年级的数学焦虑水平没有显著差异,初三学生的焦虑水平在中学阶段是最高的.     

The role of culture,competitiveness and economic performance in explaining academic performance: a global market analysis for international student segmentation

A nation's culture, competitiveness and economic performance explain academic performance. Partial Least Squares (PLS) testing of 2252 students shows culture affects competitiveness and academic performance. Culture and economic performance each explain 32%; competitiveness 36%. The model predicts academic performance when culture, competitiveness and economic performance vary. A three-tier market categorisation enhances academic performance.     

Relays and relations: tracking a policy initiative for improving teacher professionalism

This paper offers a new way of exploring some of the complexities inherent in attempts by policy makers and others to promote educational change. The focus of this study is on the current drive in education policy to alter the basis of teacher professionalism through the application of principles of lifelong learning to teachers’ professional development. Drawing upon data from two studies of the Chartered Teacher (CT) initiative in Scotland the paper examines the formation of successive transmission points as material relays of relations during the process of implementing this policy objective. It explores how three key discursive elements of a professional standard for accomplished teaching: collaborative action, critical reflection and enquiry, and teacher leadership, were progressively recontextualised during the introduction of CT status in schools. The findings indicate some of the conceptual and political struggles involved at the critical junctures where policy implementation requires the movement of a discourse from one social context to another. The paper suggests that a discursive analysis of how a centrally mandated initiative is transmitted can help to promote an understanding of the complexities of this process and increase critical awareness of the issues at stake for those involved.     

Tracing the development of poor student motivation and performance in township secondary schools

Abstract

Unsatisfactory motivation levels related to learning and studying among students is a universal problem. Students represent a diverse collection of abilities, talents, personalities and aspirations and come from different social and political backgrounds which may affect their motivation to learn and study. Some students are taught in schools where there is an abundance of resources and facilities, whereas others are taught in schools with inadequate resources and facilities. Student motivation, however, is a prerequisite for academic performance. Consequently, students’ potential, qualified teachers and school resources and facilities count very little if students are not motivated. This article examines the development of the lack of student motivation and academic performance in township secondary schools. The study has found that the motivation of students in these schools has been eroded by the students’ and teachers’ protracted involvement in anti-academic activities which have disrupted the education process. Due to the poor motivation of students, academic performance has deteriorated markedly and this situation should be resolved.     

Relationships between the use of test results and US students’ academic performance

In this study, we examined relationships between the use of test results and US students’ math, reading, and science performance in the Programme for International Student Assessment (PISA) 2009. Based on a literature review, we hypothesized that the 16 items in the PISA school questionnaire, which are related to the use of test results, can be categorized according to 4 factors. We validated this hypothesized factor structure using a confirmatory factor analysis and then obtained composite scores for each factor. As revealed by a multilevel analysis, when student and school demographic variables were controlled for, using test results to hold schools accountable to authority and the public was significantly positively related to students’ performance across all 3 subjects. No statistically significant relationship, however, was detected between students’ performance and the following uses of test scores: informing parents of their children’s performance, providing information for instructional purposes, and evaluating teachers and principals.     

Our teachers want to be the best: on the necessity of intra‐professional reflection about moral ideals of teaching

Teaching is a significant social good and therefore teachers as well as the state have to take responsibility for guarding the moral quality of the teaching practice. Based on this premise, the article describes and defends the view that these parties have their own particular role by means of literature review and theoretical and practical arguments.

The role of the state is necessarily limited to defining minimal moral rules and obligations, because in liberal Western democracies morality is codified in law to a minimal degree. The state also has practical reasons for such a confined position, among which are the complexities of professional practice and its implied tacit knowledge.

Teachers have to take responsibility for constructing the full width of professional morality, but particularly for defining its optimal or aspirational dimension. This dimension comprises the virtues deemed important for teachers as well as their professional ideals. Whereas the literature on professional ethics of teachers is relatively silent about professional ideals, several arguments are provided for the importance of ideals for teachers.

The final part of the article defends the claim that teachers have to articulate their professional ideals through intra‐professional dialogue. Again, theoretical and practical arguments are provided, for instance that such a debate provokes teachers to think about the best aims and means of their profession and that it contributes to the sense and meaning of their work. The article ends with some practical implications of the theoretical exposé.     

The Influence of technologies on financing options

Abstract

International higher education is a major source of revenue in many developed countries. Historically the top destination countries for international students have included USA, UK, France and Australia. The key countries where most international students are recruited from include China, India and other parts of Asia. The extant literature has mostly examined the factors influencing international students to study in Western countries. A new trend is now emerging with an accelerating growth of international students in countries such as China and other parts of Asia. This mixed-methods study addresses the gap in the literature by exploring the factors that influence international students’ choice to study undergraduate or postgraduate courses in China. The study found that China is becoming an important destination choice for international students due to the distinctiveness of the Chinese language, the rise of its universities in global rankings and the country’s economic growth.     

Confirmatory factor analysis of achieving the beginning teacher standards inventory

The purpose of this study was to examine the factorial validity and reliability of the Achieving the NASPE Standards Inventory (ANSI) that assesses pre-service physical education teachers' perceptions of achieving the National Association for Sport and Physical Education (NASPE) beginning teacher standards (2003). Four hundred fifty-two pre-service teachers from 15 Physical Education Teacher Education (PETE) programs voluntarily and anonymously completed the inventory. The hypothesized measurement models were analyzed by means of a confirmatory factor analysis. The Goodness-of-fit statistics indicated that the modified 3-factor model with 38 items represented a best fitting model with the data. The scores generated by the total and the 3 subscales of the 38-item ANSI demonstrated a high level of internal consistency.